LIBRARY OF CONGRESS. 



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I'MTED STATES OF AMERICA. 



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POWELL'S LANGUAGE SERIES-PART I. 



HOW TO TALK; 



OR, 



PRIMARY LESSONS 



English Language. 



ILLUSTRATED WITH OVER 200 ENGRAVINGS. 



BY 

W. B. POWELL, A.M., 

Superintendent of Schools, Aurora, III. 



3$N 

[JUN 22 1882 \ 



PHILADELPHIA: 
COWPERTHWAIT & Co. 






Copyright, 1882, by W. B. Powell. 



Preface. 



The value of right formation as compared with reformation is 
nowhere more noticeable than in acquiring accurate and ready use 
of one's own language. 

The systematic work of training children to speak correctly and to 
exercise care in the arrangement of their thoughts should be begun 
earlier than is now done in most courses of English. This belief has 
grown with close observation and careful experiment during twenty 
years of school supervision ; it has been strengthened by criticisms 
of the literary and secular press on the results obtained by the pres- 
ent system, as well as by criticisms and suggestions of the educational 
press on the same subject; and it has been confirmed by the testimony 
of many superintendents of schools and teachers of English. 

An English sentence appropriate to the expression of child-thought 
presents no difficulty in the way of correct construction that the child 
cannot be made to meet and master. It is therefore unjust to the 
child, white professing to educate him, to abandon him during the 
formative part of his life to the uncertainties of his own undirected 
and (in this particular) untrained observation, to the chance that he 
will imitate correct rather than incorrect speech, or to the adventi- 
tious promptings of an occasional sensitive teacher. 

The purpose of this book is to" guide the young learner in the cor- 
rect use of language at the time when he is acquiring a vocabulary 
and forming habits of speech. 

Completing an expression partly made ("sentence building"); sup- 
plying a word of proper form ("filling a blank''); telling the relations 
and forms of the words in the sentence (" parsing") ; pointing out the 
kinds of elements in the sentence and explaining their uses ("' analy- 
sis"); correcting errors, — all these are useful in making the pupil 
thoughtful and careful, and for testing his knowledge of forms, their 
meanings and uses, but are of little value for fixing habits of correct 
speech. Such habits are attainable only by the exercise of expression 
wholly one's own. 

"One does not learn to fence without a sword. 
One does not learn to ride without a horse." 

— Fritdrirh BodmtUdL 
3 



4 Preface. 

A knowledge of forms, their meanings and their relations is neces- 
sary to an intelligent, correct use of language. The development of 
this knowledge, however, should be followed by much practice in orig- 
inal expression. Much of such work is provided in this book. 

One may use correct language and yet not talk well. The expres- 
sion of associated thoughts depends for its beauty and value quite as 
much on a natural and methodical arrangement of the several thoughts 
as on the agreement and proper arrangement of the words forming each 
sentence. Exercises for methodical seeing and thinking, demanding 
expression correspondingly methodical (Compositions), are provided, 
in easy gradation, throughout the book. 

Correct pronunciation is an embellishment of speech. Therefore 
lists representing classes of words commonly mispronounced ari 
If these are used as intended, much may be done toward fixing the 
habit of correct pronunciation. The use of the dictionary may be 
taught also, and the pupils be trained to the habit of using it. 

This book is not a compilation merely ; it is not an invention : it 
hag grown in the school-room, and is the result of many years of 
effort in training children to talk. It is confidently believed that the 
kinds of work given will commend themselves to all who appreciate 
the difficulties of teaching correct speech ; that the partitioning and 
arrangement of the work are at once natural, easy and logical ; and 
that each kind of work will be found to bear like relation to the 
whole, that the difficulty to be met bears to the sum of the difficul- 
ties in the way of correct speech. 

While reading the Second and Third Readers pupils can readily 
master everything given in this book. Those reading intelligently 
in the First Reader may begin it with profit. 

Miss E. J. Todd, Training Teacher in the Aurora Schools, has given 
invaluable aid in the preparation of the book. Each lesson lias been 
proved by her, in class exercise, to be a necessary step in the succes- 
sion, and to belong where it is here found. 

Prof. T. H. Clark, Principal of the Aurora High School, has 
assisted in the verbal preparation of the book and in reading the 
proof • sheets. 

Many of the illustrations are from original designs, and most of the 
others have been taken, by permission, from Monroe'fl excellent Series 
of School Readers. 

Aurora, Illinois, May 1. 1882. 



Suggestions to Teachers. 



1. Let none of the work be omitted. 

2. See that the pupil does the work. 

3. Let every exercise he oral first, then written. 

4. Make this a companion book of the Reader used by the pupil. 
Instead of requiring the child to copy lessons from the Reader, let him 
make original lessons and write them, as called for in this book. A 
correct original paragraph, though small, is a more valuable educa- 
tional product than a folio of correct copy. 

5. Work for originality of expression. Your test will be variety 
of expression. Variety of expression is evidence of individual devel- 
opment and of good teaching. A written reproduction by a class, 
characterized by a sameness of expression, must be taken as evi- 
dence of " rote work," which in turn is evidence of the lowest grade 
of teaching. 

6. Before the child is permitted to make a composition (oral or 
written), be sure that he understands the subject. You may know 
by having him state it. Do not allow him to talk unless he can 
state the subject; otherwise, he will not know "what he is talking 
about/'' Let his effort be so to represent the subject by words that 
the hearer may understand it also. See that the child understands 
that such must be the purpose of his work. This will develop judg- 
ment in the selection of the parts that make the whole, as well as in 
the order of presenting them. 

7. The test of your success will be the ability of the child, not to 
repeat laws and definitions, but to talk correctly and methodically 
about any subject that he comprehends. 

Let me show you what I mean. A boy ten years old who read in- 
telligently in the Third Reader, but who had had no training in see- 
ing, thinking and arranging, wrote the following composition, sug- 
gested by the picture : 

5 



Suggestions to Teachers. 




I see a boy and a girl and a cradle and a chair and a doll and 
a table in this picture. The boy has a hat on and the aid is kneel- 
ing on the floor. The doll is in the cradle and the boy has a cane 
under his arm. The chair is behind the boy. The hat is too big 
for him. I think it is his father's hat. I can't tell what that is on 
the table. The boy has something in his left hand. 



Another boy of the same age, no better scholar, as indicated by 
grades, promotions, books, merit cards, etc., but who had been trained 
in seeing, thinking and arranging, wrote on the same subject at the 
same time as follows : 

The subject of this picture is "Playing Doctor." 

A boy with a very large hat on his head and a cane under his 
arm is standing by the side of a cradle with a doll in if. 

A ba,re headed girl is kneeling on the opposite side of the cradle 
and is looking up into the boy's face, as if asking him if he thinks 
the doll is very sick. The boy is leaning over and talking to the girl. 
I think he is telling her the doll will be all right in a f< w days. 

There is a table at the right of the girl and a small chair behind 
the bay. 

1 think these children are having lots of fun. 



In dex. 



PAGE 

Adjectives: Definition. 120-122 
(Comparative. 126,127 

FormS: [Superlative... 126, 127 

A and An 46-48 

Each, Every, ) 

Either, Neither) 164-1/7 

This, That, \ 

These, Those] 49, 50 

Adverbs: Definition 122 

("Comparative 128 

FormS: {Superlative 128 

Two Negatives 176 

Capital Letters: 

First Word of a Sentence.... 18 

Proper Noun 36 

1 140 

O 25 

Choice of Words 190-199 

Cotnjiositiori: 

_ f Animals... 42-45.91 

DeSCn P- J Pictures, 13-16, 
tlonof: [ 51-56,96-104 

Narration 52-56, 96-104 

Transformation 108-114 

Comparison 180-190 

Letter Forms 200 

Contracted Forms : 
Definition 174-176 

Exclamations, not Sen 

fences 24 



Subjective : 
Objective : 
Possessive : 



PAGE 

Nouns: Definition 10 

tz- i (Proper 35 

Kinds : < n on 

(Common 6b 

[Singular 9,10,30-34 

Forms: \ Plural 9, 10, 30-34 

[Possessive: jSing.38,39 

lPlu..39,40 

Pronouns : Definition 138 

Forms : 

f Sing ... 139-150 
I Plural. 139-150 
| Sing ... 139-150 
I Plural. 139-150 
| Sing ... 139-150 
I Plural. 139-150 
"as subject....... 139-152 

as object 139-152 

as adjective.... 139-152 
after a relation 
word show- 
ing place, etc. 153-158 
after a relation 
word assert- 
something of 
the subject... 159-163 
after a relation 
word show- 
ing compar- 
ison 171-173 

-Summary 173 

Each, Every, ] 

Either, Neither f lb4 " 1 ' 

7 



Uses : 



Index. 



PAGE 

Pronunciation : 

Long Italian a 37 

Short Italian a 57 

Short i 156 

Short o 12,45 

Short OO 53 

Long oo 49,113 

Longu 34,96 

Th, s, c 116 

X 156 

Accent 137 

Punctuation- Marks : 

The period 20, 22 

The interrogation-point 19 

The exclamation-point 25 

The comma 130 

The apostrophe 38,39, 175 

Quotation-marks 41, 42 

Relations of Words, 

117,129,136,151-174 

Subject— Definition 117, 119 

Object — Definition 118 

Relation Words: 

Definition 153, 154 

Showing place 153-155 

Showing comparison.... 171-173 
Asserting something 

of the subject... 26, 159-163 

And 129 

Like and As 178 

Neither— Nor,) -^ 

Either— Or J 

Sentence: Definition 17 

f Interrogative 18 

I Declarative 20 

Kinds: ■! T o-, 

imperative 21 

[Exclamatory 23 



PAGE 

Verbs: Definition 11, 29 

Agreement with subject. 164-171 
Kinds: Those 

Expressing Action... 11,57-95 
Asserting a Condition... 26-29 

f Present 57-95 

1 Past 57-95 



Forms: j p rogregsive _ 105-107 
[Complete 59-95 

To show com- 
pleted action... 59-95 
To show condi- 
tion of an ob- 
ject 131 

Uses: -J To show condi- 
tion of a sub- 
ject 132 

To show the sub- 
ject receives 
the action... 133-135 

Summary 136 

Break and other Verbs.. 63-65 
Choose and other Verbs... 73 

Come 76 

Do 71 

Fall 76 

Forsake and other Verbs.. :_' 
Give and other Verbs.... 7<»-72 

Go 75 

Lie and Lay 77-82 

Ring and other Verbs.... 

Rise and Raise 

Shall and -Will 197-199 

Sit and Set 83-87 

Teach and Learn 92-95 

Throw and other Verbs. 61-63 
Write and other Verbs.. 66, 67 



How to Talk. 



Lesson I. 

Nouns and their Forms. 

The word cat is the name of this animal. 

The form of the word that 
means more than one is cats. 

The name cat means but 
one, and is the singular 
form. 

The name cats means 
more than one, and is the plural form. 





The word dog is the name 
of this animal. 

The form of the word that 
means more than one is dogs. 

What form is the name dog"? 
What form is the name dogs ? 



What form is the name hat ? 
The name hat is the 



What form is the name hats? 
The name hats is the 




10 



How to Talk. 



What is the plural form of the name rat ? 
is the plural form of the name rat. 




What is the name of this 
H^ animal? 

is the name of 

this animal. 

W T hat is the plural form 
of this name? 

is the plural 



form of bird. 



Definition: A name is a noun. 

Write the plural forms of these nouns : 



COW 


book 


slate 


desk 


squirrel 
roof 


apron 
animal 


scarf 
monkey- 


toy 
shoe 


hat 


dog 


rat 


frog 


girl 


noun 


pencil 


lamp 



Write the singular forms of these nouns : 
pictures robins pianos hands 

clocks goats rabbits zeros 

mittens cloaks weeks cuffs 

skates boots trees birds 

bats mats stars nouns 



What is added to the singular form to make the plural form? 
How is the plural form of these nouns made? 

Write and learn the following : 
Law : The plural form of most nouns is made by adding 
s to the singular form. 



Verbs. 



11 



Lesson II. 




Verbs. 




The rat runs. X* 


— , v-r>> 


What word tells what the ^^P H^l^ 
rat does? ^%_ i0W^ 

The word . tells "^^r? *^^ 
what the rat does. "'" ^^ 

The word runs is an action word. 



The boy hops. 

What word tells what the boy does ? 
What is the word hops? 
The word hops is an . 



§ # 



What does the bat do ? 
The bat 

What is the word flies 9 
The word flies is an 



Write and learn the following : 
Definition: A word that expresses action is a rerb. 

Use an action word in each of the following blanks: 



c^W^ 






t?4d£ds- 






12 



How to Talk. 



/Z>&-Z4<^_ 






?/?n4Ai/_ 






i^U 



Write twenty words that express action. 



Nothing adds more to the beauty of speech than correct 
pronunciation. 

In the following lists are words that are often pronounced 
incorrectly. Pattern words, in bold type, are given to show 
how to pronounce the other words. 

Pronounce the words carefully and distinctly. 

Drill yourself on each list until correct work is a habit. 

List for Pronunciation* I, 

(Drill Exercise: two minutes long.) 

Give the sound of 6 as heard in the word clock. Give it 
five times. Put this sound into each of the following words. 
Pronounce the list rapidly : 



o 


o 


o 


o 


clock 


gone 


office 


log 


sod 


cotton 


fog 


cough 


soft 


not 


borrow 


hod 


cloth 


dog 


cobweb 


frog 


wrong 


bottle 


on 


moss 



Composition. 



13 



mi 



Composition I. 

(Deal.) 




What does this picture represent ? 

1. This picture represents a boy and a girl mak- 
ing a garden. * 

Where is the girl ? 

2. The girl is kneeling on the ground. 
What is she doing? 

3. She is looking at a paper of small black seeds 
which she holds in her hands. 

Where is the boy ? 

4- The boy stands in front of the girl. 

What has he in his right hand ? 

5. The boy has a spade in his right hand. 
What is he doing ? 

6. He is leaning toward the girl and pointing to 
the seeds with the fore-finger of his left hand. 



14 How to Talk. 



What is behind the boy ? 

7. Behind the boy is a large \vatering-pot. 
What is back of the girl ? 

8. Back of the girl is a bench on which are sev- 
eral pots of plants. 

Unite the second and third answers, omitting unnecessary 
words. 

The girl is kneeling on the ground looking at a 
paper of small black seeds which site holds in her 
han ds. 

Unite the fourth and fifth answers, omitting unnecessary 
words. 

The boy stands in front of the girl, and has a 
spade in his right hand. 



A Description of a Picture. 
« 

Making a Garden. 

This picture represents a boy and a girl making 
a garden. 

The girl is kneeling on the ground looking at a 
paper of small black seeds which she holds in her 
hands. The boy stands in front of the girl , and has 
a spade in his right hand. He is leaning toward 
the girl and pointing to the seeds with the fore-fin- 
ger of his left hand. 

Behind the boy is a watering-pot. 

Back of the girl is a bench on which arc several 
pots of plants. 



Composition. 



15 



Composition II. 

(Oral.) 



driving 


toward 


between 


thumb 


several 


chisel 


facing 


turned 


strike 


heavy 


hammer 


nails 




"What does this picture represent ? 
What is the position of the girl ? What is she doing ? 
Where is the boy ? What is he about to do ? With what 
is he about to strike the nail ? 

What are on the floor near the boy ? 
What is back of the girl ? 
Describe this picture. 



Composition III. 

(Oral.) 




shooting 

rests 

mark 



What does this picture represent? 
What is the position of the boy ? 

What has the boy in his hands? In what position are the 
bow and arrow? Where is the tree? 
Describe this picture. 



16 



How to Talk. 



Composition IV, 



(Oral.) 




Describe this picture 



narrow 
rolling 
braid 
beneath 



Composition V» 

(Oral.) 




edge 

fancy 

buckle 

crown 



What kind of crown has this hat ? What kind of rim has 
it ? How is the edge of the rim finished ? 

What is around the crown ? Where is the band fastened ? 
Beneath what is it fastened ? 

Describe this hat. Place your own hat on the desk and 
describe it. 



The Sentence. 



17 



Lesson III- 

TJie Sentence. 




I look at this picture and think. 
This is what I think : 
The fox wants the hen. 

I look at the picture again and tell what I think : 
The hen does not see the fox. 

I look again and express my thought : 
The fox will get the hen. 

What have I expressed each time after looking at the picture ? 
"What have I used to express a thought ? 

Write and learn the following : 
Definition: The expression of a thought by "words is 
a sentence. 




The fox has caught the hen. 
He will eat the hen. 

What is each of the above ? Why ? 



18 



How to Talk* 



With what kind of letter is the first word of each sentence 
begun ? 

Find ten sentences in this book. 

What kind of letter do you find at the beginning of each 
sentence? 

How should the first word of each sentence begin ? 

Write and learn the following : 
Laiv: The first word of every sentence begins with a 
capital letter. 




Write ten sentences suggested by this picture. 




Lesson IV. 

The Asking Sentence. 

What is this cat watching ? 
Does the mouse hear the cat ? 
Will the cat catch the mouse ? 
What food does the cat eat ? 

What is each of the above? Why? 

What does each sentence do? 

What kind of sentence is each? Why? 



The Asking Sentence. 



19 



Write and learn the following : 
Definition: A sentence that asks a question is 
an asking sentence (interrogative sentence). 

Did the cat catch the mouse ? 
With what does she hold the mouse ? 
What kind of claws has the cat ? 
What kind of teeth has the cat ? 

What kind of sentences are the above ? Why ? 
With what does each close ? 
Find ten asking sentences elsewhere in this book. 
With what is each closed ? 

Write and learn : 

Laiv : Every asking sentence closes with a question- 
mark (interrogation-point). 




Write five asking sentences suggested by this picture. 



20 



How to Talk. 




Lesson V. 

The Telling Sentence. 

Lucy has a bird. 
The bird is in a cage. 
The little girl is 
watching the bird. 

The bird can sing. 

Each of the above sentences tells something. 
What kind of sentences are they ? Why ? 

Write and learn : 
Definition: A sentence that tells something is 
a telling sentence (declarative sentence). 

This little bird is yellow. 
Lucy feeds the bird every morning. 
She bought the bird of a poor girl. 
The girl and the bird are happy. 

What kind of sentence is each of the above ? Why ? 
With what is each sentence closed ? 

Find ten telling sentences elsewhere in this book, and tell 
how each is closed. 

Write and learn : 
Laiv: Every telling sentence closes with a period. 



Write five telling sentences suggested by the picture on p. 10. 



The Commanding Sentence. 



21 




Write five telling sentences and five asking sentences sug 
gested by these pictures. 



Lesson VI. 

The Commanding Sentence. 

Rover, hold this top in your mouth. 

Bring it to me. 
Do not drop it. 

What does each of the 
above sentences express? 

What kind of sentences 
are they ? Why ? 




22 



How to Talk. 



Write and learn : 
Definition : A sentence that expresses a command is 
a commanding sentence (imperative sentence). 

Willie, take your slate. 

Write five asking sentences. 

Begin each sentence with a capital letter. 

Close each sentence with an interrogation-point. 

What kind of sentences are the above? Why? With what 
is each closed ? 

Find ten commanding sentences in this book. 
How is each closed ? 

Write and learn : 
Laiv : Every commanding sentence closes with a period. 

Write five commanding sentences suggested by the first pic- 
ture on page 18. 



M 

If 




Write five commanding sentences, five telling sentences and 
five asking sentences suggested by this picture. 



The Exclaiming Sentence. 



23 



Lesson VII. 

The Exclaiming Sentence. 

0, see the boy 
ride the goat! 

What a strange 
pony that is ! 

See ! he tries to 
throw the boy off! 

"Oh! I shall 
fall!" 

Hark ! did you hear that cry of fear ? 





What a large top the 
boy has ! 

See him spin the top ! 

How happy he looks ! 

" What a nice plaything 
I have !" 

Did you hear that ex- 
pression of joy ? 



What kind of feeling does each of the above sentences 
express ? 

Feelings of surprise, joy, fear and sorrow are called 
emotions. 



24 



How to Talk. 




dear ! dear ! 
I have lost my 
doll! 

Poor doll ! I fear 
T cannot get her 
again ! 

Oh! oh! what 
shall I do ! 

Listen ! some one 
is coming ! 

Hurrah ! it is 
Frank ! 

Frank ! Frank ! 
"**' "^ —-==-— see my doll ! 

Tell the kind of emotion expressed in each of the above sen- 
tences. 

"Write and learn : 
Definition: A sentence that expresses emotion is 
an exclaiming sentence (exclamatory sentence). 

See what a large soap-bubble I have made ! 
How it floats in the air ! 
What bright colors it has ! 

What kind of sentences are the above? Why? 

With what does each close? 

Find ten exclaiming sentences. How is each closed ? 

What do the words O dear ! Poor doll ! Oh ! Listen ! 
Hurrah! and Frank! express? 

What kind of words are they? What mark do you find 
after each? 



The Exclaiming Sentence. 



Find ten exclamations, and tell how each is closed. 

Write and learn : 
Laws: Every exclaiming sentence closes with an 
exclamation-point . 

Exclamations that are not sentences close 
■with exclamation-points. 

The word O is always a capital. 



Drill. 

Go into the garden. 

Pick as nice a rose as you can find. 

0, what a pretty rose this is ! 

Do you see the moss on the bud ? 

I know mamma will like this rose. 

Ah me ! who has done this ? 

Hurrah ! hurrah ! it is snowing ! 

The boy has cut his foot. 

How the blood flows ! 

Alas ! I cannot help the boy ! 

Will you do something for him ? 

What kind of sentence is each of the above? Why? How 
is each closed ? Why ? 

What marks after the words Ah me, Hurrah and Alas? 
Why? 

What kind of emotion is expressed by each exclaiming 
sentence? 

Turn to pages 20 and 23. Write three sentences of each 
kind suggested by each picture. 

Write a description of each picture found on pages 13, 15 
and 10. 



26 



How to Talk. 



Lesson VIII. 

How to Use Is, Are, Was and Were. 

The boy is good. 

In the above sentence 
what word is used to as- 
sert good of the noun 
boy? 

The boys are good. 

In the above sentence what word is 
used to assert good of the noun boys? 




The girl is small. The girls are small. 
The robin is a bird. The robins are birds. 
The bird is singing. The birds are singing. 

Bead the sentences that tell about one object. 

Eead the sentences that tell about more than one object. 

What word is used to assert small of girl? bird of robin? 
singing of bird? 

Is the word girl in the singular or the plural form ? What 
form is robin ? bird 9 

What form, then, is the word is? 

What word is used to assert small of girls? birds of rob- 
ins ? singing of birds ? 

What form is girls? robins 9 birds? 

What form is the word are ? 

With what form of the noun must the word is be used? 
With what form of the noun is are used? 



Sow to Use Is, Are, Was and Were. 27 

Use is with a noun in the singular form. 
Use are with a noun in the plural form. 



The boy was good. The boys were good. 

The rabbit was eating. The rabbits were eating. 

The horse was lame. The horses were lame. 

The girl was hungry. The girls were hungry. 

Read the sentences that tell about one object. 

Read the sentences that tell about more than one object. 

What word is used to assert good of boy ? eating of rab- 
bit ? lame of horse ? hungry of girl ? good of boys ? eating 
of rabbits ? lame of horses ? hungry of girls ? 

With what form of the noun is was used ? 

With what form of the noun is were used ? 

Was is used with a noun in the singular form. 
Were is used with a noun in the plural form. 
Never use is or was with a noun in the plural 
form. 

Never use are or were with a noun in the singular 
form. 

Use is, are, was or were in each of the following blanks: 

1. The cat white. 

2. the clogs black ? 

3. Where my boohs? 

Jf. the horses running? 

5. The fifes lost. 

6. the horses stolen? 

7. the pictures injured? 

8. Where John and Frank? 

0. The boys _ late. 

10. the girls late? 



28 



Hoiv to Talk. 



Lesson IX. 

How to Use Has and Have. 




A duck has a 
broad bill. 

In the above sen- 
tence what word is 
used to assert? 



Ducks have broad bills. 

In the above sentence what w T ord is used to assert ? 



The horse has a mane. 
Cows have horns. 
The boy has a book. 
The girls have apples. 



Horses have manes. 
The cow has horns. 
The boys have books. 
The girl has an apple. 



Read the sentences that tell about one object. 
Read the sentences that tell about more than one object. 
What word in each sentence is used to assert? 
What is the word has? have? 

What form is the noun horse? cow? boy? girl? 
horses? cows? boys? girls 9 

With which form of the noun is has used ? 
With which form of the noun is have used ? 

Write five sentences suggested by the picture on page 29, 
using in each sentence the verb has; five, using the verb 
have. 



Some Verbs that do not Express Action. 29 



Lesson X. 

Some Verbs that do not Express Action. 




The piece looks small. The pieces look small. 
The boy seems happy. The boys seem happy. 
The girl appears pleased. The girls appear pleased. 

Read the sentences that tell about one object. 

Read the sentences that tell about more than one object. 

"What word is used to assert small of piece? happy of 
boy? pleased of girl? 

What form is looks? seems? appears? 

What word is used to assert small of pieces? happy of 
boys? pleased of girls? 

What form is look? seem? appear? 

With what form of the noun is looks used ? seems ? ap- 
pears? look? seem? appear? 



appears looks smells 

feels sounds seems 



tastes 



Write twenty sentences, using in each sentence one of the 
above verbs with a noun in the singular or plural form. 

Definition : A word that expresses action or makes 
an assertion is a verb. 



30 How to Talk. 



Lesson XI. 

Plural Forms of Nouns. 

an ax three axes one bench two benches 

a brush many brushes one glass several glasses 

What is added to the singular forms of these nouns to make 
the plural forms ? 

How are the plural forms of these nouns made ? 

With what does each singular form end ? 

How many syllables in the singular form? in the plural 
form? 

Write and learn : 
Law: The plural form of a noun ending in s, sli, eh or 
x is made by adding es to the singular form. 



Spelling 'Exercise. 



Singular Form. 


Plural Form. 


Singular Form. 


Plural Form. 


ax 


axes 


church 


churches 


box 


boxes 


inch 


inches 


fox 


foxes 


watch 


watches 


dish 


dishes 


dress 


dresses 



Use each of the above words in a sentence that is long 
enough to show that you understand the use of the word. 

Fill each of the following blanks with one of the above nouns: 

1. Is the full of water? 

2. The were stolen. 

3. The have been washed. 

4- *Are the sharp ? 

5. Were the sharp? 

6. Where are the ? 



Plural Forms of Nouns. 31 

Lesson XII. 

Flural Forms of Nouns {Continued). 



Singular Form. 


Plural Form. 


Singular Form. 


Plural Form. 


man 


men 


woman 


women 


foot 


feet 


tooth 


teeth 


goose 


geese 


mouse 


mice 



How is the plural form of these nouns made ? 
Explain the plural of each noun. 

Example : The plural form, of goose is made by changing the 
oo of the singular to ee. 

Write and learn : 
Law: The plural forms of some nouns are made by 
changing one or more letters ■within the singu- 
lar forms. 

What is the plural form of the word ox? of the word 
child? 

How is the plural form of the word ox made ? 
How is the plural form of the word child made ? 

Use each of the above words in a sentence that is long 
enough to show that you understand the use of the word. 

Fill each of the following blanks with one of the above nouns : 

1. An draws a load. 

2. The ivash the dishes. 

3. Are the of the united by a web ? 

Jf. Are the going to school? 

5. The gnaws. 

6. Have you caught three ? 

7. Has the yoked the ? 



32 



How to Talk. 



Lesson XIII. 

Nouns Having Only One Form. 

ashes shears clothes snuffers 



eaves thanks 

bellows tongs 
scissors riches 



billiards trousers 
measles vespers 

victuals nuptials 



The above nouns have no singular form, and are used only 
in the plural. 

Commit to memory the above list. 

Use each of the above words in a sentence that is long 
enough to show that you know the meaning of the word. 

Fill each of the following blanks with a verb : 

1. The ashes in the ash-pan. 

2. The measles . prevailing in town. 

3. The clothes washed in the suds. 

Jf. The scissors new. 



_ blades. 
_ new. 
near the stove. 



5. The shears . 

6. His clothes 

7. The tongs _ 

8. the scissors on the table? 

9. Where the bellows ? 

10. the victuals good? 

11. The boy and the girl come. 

12. The trees _ 



by lightning. 
. sweet. 
lJf. How happy the girls / 



13. The red apples 



Practice in Changing Forms. 33 

Lesson XIV. 

Practice in Changing Forms. 

So change the following sentences that each noun shall be 
in the plural form and each verb shall agree with its noun. 
Observe closely the spelling of each form: 

A cat mews and parrs. 

A cluck has a broad bill. 

A boy plays and works. 

Has a mouse sharp teeth ? 

The book, slate, vase and box are on the table. 

A robin is on a branch of the tall tree. 

The tree was struck by lightning. 

The horse is a beautiful animal. 

A bird lays eggs. 

Our cow was lost in the woods. 

A lion and a tiger roar, a horse snorts, neighs and 
whinnies, a mule brays, a cow lows, a hog grunts, a 
lamb bleats, a dog barks, growls, howls, yelps and 
whines, a cat purrs and mews, a hen cackles, a quail 
whistles, a turkey gobbles, a duck quacks, a goose 
hisses, a frog croaks and a bee buzzes. 

So change the following sentences that each noun shall be in 
the singular form and each verb shall agree with its noun : 

Children go to school. 

The men and women have gone home. 

Where are my books and pencils ? 

Have you seen the muffs, cuffs and scarfs? 

Camels carry burdens. 

The foxes were caught in the traps. 



34 



How to Talk. 



Lesson XV. 

Practice in Chamjina Forms (Continued). 

Change the forms of all the nouns in the following sen- 
tences, and make the necessary changes in the verbs. Ob- 
serve closely the spelling of each form : 

The face of the clock is broken. 

Tlie boys eat peaches, apples, oranges and plums. 

The lesson is written on the board. 

The oxen are in the pastures. 

The children are playing and the men are mowing. 

Fill the following blanks : 

1. Cows and horses hoofs. 

2. The scissors broken. 

3. The shears under the table. 

Jf. The girl to school. 

List for Pronunciation. IT. 

(DKILL EXERCISE: TWO MINUTES LONG.) 

Give the sound of fi as heard in the word pure. Give it 
five times. Put this sound into each of the following words. 
Pronounce the list rapidly : 



u 


u 


u 


ii 


pure 


duty 


mule 


uew 


dewlap 


knew 


blue 


blew 


few 


tune 


glue 


pupil 


tulip 


flute 


July 


music 


beauty 


Susan 


dew 


tube 


suit 


nubia 


puny 


June 



The Proper Noun. 



35 



Lesson XVI. 

The Proper Noun. 



«1§ J ' z % M 




The particular name of this horse is Prince. 
The particular name of this boy is Ned. 
The particular name of this girl is Jessie. 
The particular name of this man is John. 

Definition: A particular name is a proper noun. 

What is the particular name of the State in which you live ? 
of the county ? of the town 9 

What is the particular name of this month ? of this day ? 
of this season of the year? 

What is the particular name of each holiday? 

What is the particular name of the nearest river? of the 
nearest lake? of the nearest city? 

What is the particular name of your sister ? of your bro- 
ther? of your aunt? of your uncle? 

Little Mary Brown and her brother Charles live in 
the city of New York. They spend the months of 
July and August with their aunt Susan in the country. 



36 



Hoiv to Talk. 



Their aunt gives them permission to go into the 
woods to pick berries every Tuesday. Tabby and 
Fido go with them. 

Name the proper nouns in the above sentences, and tell why 
you call them proper nouns. 

With what kind of letter is each begun ? 

Find ten proper nouns in this book. With what kind of 
letter is each begun ? 

Law: Every proper noun begins with a capital letter. 



Lesson XVII. 

The Common Noun. 




The name hen belongs to each hen. 

To how many chickens does the name chicken belong? 

To how many children doe? the name child belong? 

To how many pails does the name pail belong? 

To how many objects does the name object belong? 

Definition: A name that belongs to each of all of the 
same kind is a common noun. 



Drill and Pronunciation. 



Drill. 

Write twenty common nouns. 

Fill each of the following blanks with a proper noun : 

1. The lies east of the United States. 

2. He will go to the first in 

3. The 25th of _ _ is 

4 



is the President of the 



5. The names of the months are 



and 



6. St. Louis is situated on the west side of the 



List for Pronunciation. III. 

(Drill Exercise: two minutes long.) 

Give the sound of a as heard in the word far. Give it five 
times. Put this sound into each of the following words. Pro- 
nounce the list rapidly. 



a 


a 


a 


a 


far 


path 


arm 


star 


halves 


taunt . 


charm 


launch 


guard 


charcoal 


palm 


calves 


laugh 


psalm 


haunt 


aunt 


haunch 


calm 


hearth 


balmy 


farther 


gape 


jaunty 


half 


balm 


jaundice 


papa 


laundry 


embalm 


varnish 


salve 


calf 


mamma 


lathing; 


are 


jaunt 



38 



Hmv to Talk. 



Lesson XVIII. 

The Possessive Form. 




Mary's lamb is white. 

"Whose lamb is it ? 
What word in the sentence tells whose lamb it is '.' 
What is the girl's name ? 
Look at the words Mary and Mary's. 
What is the difference between the two words? Of what 
word is Mary's a form? 

James's basket is in his hand. 
That is the boy's whip. 

What is the use of the word James's? of the word 
boy's What is the difference between the words James 
and James's? between the words boy and boy's'? Of what 
word is James's a form? Of what word is boy's a form? 

Definition: The form of the noun that shows owner- 
ship is the possessive form. 

Find ten nouns that are in the possessive form. 



The Possessive Form. 39 



The girl's book is on the boy's desk. 

The duck's bill is broad. 

The man's hat is on the table. 

How many girls own the book 9 How many boys own the 
desk? How many. ducks own the bill? How many men own 
the hat? 

What form is girl's ? boy's ? duck's ? man's ? 

How is each of the above possessive singular forms made? 
Find five nouns in the possessive singular form, and tell how 
each is made. 

Law : The possessive singular form is made by adding 
the apostrophe (') and the letter s to the ordi- 
nary singular form. 

Write the possessive singular of the following nouns : 

cat rabbit fox James Kate 

dog squirrel John horse Charles 

cow rat bird child duck 

Use each of the above words in the possessive singular form 
in a sentence that is long enough to show that you understand 
the use of the word. 



This house is the birds' 
home. 

The swallows' nests are 
under the eaves. 

To how many birds does this 
house belong? 

The nests belong to how many? 

Whose home is it '? Whose nests 
ar<> they ? 




40 How to Talk 



What form is birds'? Of what noun is it a form? 

What form is swallows'? Why? Of what noun is swal- 
lows' a form? 

How are the above possessive plural forms made ? 

Find five nouns in the possessive plural form, and tell how 
each is made. . 

The man sells men's boots and children's shoes. 

What form is men's? Of what word is men's a form? 
What form is children's? Of what word is children's a 
form? 

How are the above possessive plural forms made ? 
In how many ways is the possessive plural written ? When 
is only the apostrophe added When are the apostrophe and 
s added? 

Write and learn : 
Laws: The possessive form of an ordinary plural noun 
that ends in s is made by the addition of an 
apostrophe. 

The possessive form of a plural noun ending in 
any other letter than s is made by adding an 
apostrophe and s. 

Write the possessive singular and the possessive plural of 
the following nouns, and use each in a sentence : 



fox 


boy 


girl 


cow 


squirrel 


robin 


child 


woman 


goose 


crane 


horse 


duck 


man 


ox 


mouse 


hen 


week 


dog 


rat 


louse 


tooth 


eagle 


cat 


Pig 


doll 



Quotations. 



41 



Lesson XIX. 

Quotations. 




"I wish I had a 
sled," said Harry Gray. 

"What have you done 
with your sled ?" asked 
Frank. 

" My sled is broken. May I play with your 
sled?" 

"Yes," said Frank. "Come with me, and you 
may ride down the hill." 

What did Harry say? What did Frank say? 

What are you doing when you give the exact words that 
Harry used? that Frank used? 

When you say what others have said, you use borrowed 
words. 

Definition: "Words that are borrowed or copied are 
called quoted words, or quotations. 



Faith," said little Fi 



army, " will you 



2:0 witli me 



42 



How to Talk. 



to-morrow to pick berries?" Faith answered, "If 
mother is willing, I will go." Faith ran to her 
mother and exclaimed. "Mother! mother! may I 
go with Fanny to-morrow?" 

Read the words that are quoted. Read the words that are 
not quoted. 

What are used to show that the words are quoted 9 Find 
five sentences that contain quoted words. What are there to 
show which words are quoted? What do these little marks 
show'/ What are they called 9 Where are they placed? 
How are they made? What are quotation-marks? 

Law: Enclose borrowed words or sentences in 
quotation-murk*. 

Composition VI. 

(Oral and Written.) 

heavy hody 
coarse hair 
broad head 
hollow horns 
short legs 
cloven hoofs 
vegetable food 

THE COW. 

Of what is this a picture What kind of body has the 
cow? With what is it covered? What kind of head has 
the cow? What kind of horns 9 

Describe the legs, the feet and the tail. 

What does the cow eat 9 Of what use is the cow? 

Write a description of the cow. 




Composition. 



43 



Composition VII. 

(Oral and Written.) 
desert 
countries 
merchandise 
awkward 
hump 
coarse 
shaggy 
padded 
nails 

THE CAMEL. 

Where is this animal found ? Of what use is the camel ? 
What kind of body has the camel 9 With what is it covered ? 
Describe the legs and the feet. Why can the camel rest on 
its knees? 

Write a description of the camel. 

Composition VIII. 

(Oral and Written. 




graceful 
pointed head 
branching horns 
vegetable food 




solid horns; 
naked muzzle 
slender legs 
cloven hoofs 



THE DEER. 

Write a description of the deer. 



44 



How to Talk. 



Composition IX. 

(Oral and Written.) 



boat-shaped 




^^ ■' 


web-feet 


oily feathers 






insects 


broad *g& 




^N, 


grain 


short ^ 




^^^'1^^ 


worms 




THE 


DUCK. 





What is the name of this bird ? Of what shape is the body? 
With what is the body covered ? 

Describe the bill. Describe the legs. Where are the legs 
placed ? Describe the feet of this bird. 

What does the duck eat ? Why is the duck called a swimmer ? 

Write a description of the cluck. 



Composition X. 

(Oral and Written.) 



heavy body 
feathers 
weak wings 
small head 
strong neck 
thick 




curved 

bill 

stout 

curved claws 

insects 

scratches 



THE HEN. 

Of what is this a picture ? 

Describe the body, head, bill, neck, tail and legs of the hen. 
How many toes has the hen ? How are the toes arranged ? 
What does the hen eat? How does the hen obtain its food? 
Of what use is the hen ? 

Write a description of the hen. 



Composition and Pronunciation. 



45 



Composition XI. 

(Oral and Written.) 



slender body 
graceful 
fur 

short tail 
oval head 
long ears 
fore legs 




shorter 

hind legs 

chisel-shaped 

gnaws 

burrows 

vegetable 

timid 



THE RABBIT. 



Where is the rabbit found ? How large is the rabbit ? Of 
what color is the rabbit? What kind of body has the rabbit ? 
With what is it covered? Describe the tail. Describe the 
head. What kind of front teeth has this animal ? What does 
the rabbit eat ? Why is this animal called a gnawer ? 

Write a description of the rabbit. 

List for Pronunciation. IV. 

(Drill Exercise: two minutes long.) 

Give the sound of 6 as heard in the word frock. Give it 
five times. Put this sound into each of the following words : 



o 


o 


o 


o 


frock 


object 


nostril 


modern 


novel 


torrid 


morrow 


nod 


what 


sob 


sock 


swan 


lobster 


wasp 


horrid 


lottery 


gossip 


wad 


model 


lobster 


hobby 


squash 


hovel 


horror 


nonsense 


pod 


lot 


hog 



46 



How to Talk 



Lesson XX. 

Hoiv to Use A and An. 




a book 
an album 
a lady 
an organ 
an owl 
an urn 



a vase 
an apple 
a girl 
an ivy 
a duck 
a picture 



an inkstand 
a slate 
an orange 
an organist 
a crane 
a rue 



Of what is this a picture? Where is the table 9 What are 
on the table ? 
vase, inkstand, apple, al- 



bum, 



■slate and 



book are on the table. 



How to Use A and An. 



Who are near the table ? 

lady sits by the table, and girl sits 

near her. 

What is the lady doing? 

She is giving orange to the little girl. 

What is on the right side of the room, at the right of the 
window 9 

On the right side of the room is man play- 
ing on organ. 

What is one who plays on organ called ? 

He is called organist. 

What is in the bay-window ? 

In the bay-window is urn filled with plants. 

What are on the left side of the room? 

book-case fall of boohs is on the left side of 

the room. On the book-ease are crane, 

duck and owl. 

Fill each of the following blanks with a or an : 

1. Frank has apple, box and egg. 

2. I saw ojc draw load. 

3. Has the girl apron ? 

Jf. Ann wears apron over old dress. 

5. There is elm tree in the front yard. 

6. The boy has oval frame and iron ring. 

What is the first letter in the word apple 9 Pronounce the 
word. Put the word a before it. Put the word an before ir. 
Which sounds the better? With what letter does the word 
ear begin ? Pronounce the word. Put the word a before it. 
Put the word an before it. With what letter does the word 
ivy begin? the word orange? the word uncle? 

With what letters do the words apple, ear, ivy, orange 
and uncle begin ? 



48 



How to Talk. 



The letters a 9 e, i, © and u are vowels. 
The other letters are consonants. 

What little word is used before words beginning with a 
vowel ? 

What little word is used before words beginning with a 
consonant ? 

Laws: Before "word's that begin with a vowel-sound 
use an. 

Before words that begin with a consonant- 
sound use a. 

A few words beginning with a vowel do not have the sound 
of a vowel at the beginning. 

Use a before the word one. Why ? Use a before unit and 
uniform. Why? Use a before ewe. Give the reason. 

Use an before the word hour. Give the reason. Use an 
before the word herb. Why ? 

Written Work. 

Put a or an before each of the following words, and use 
each in a long sentence : 



apple 


ant 


ivy 


orchard 


awl 


earl 


hand 


ox 


apron 


echo 


overshoe 


table 


book 


leaf 


oak 


onion 


child 


elephant 


object 


hour 


angle 


eight 


chicken 


herb 


knife 


eel 


elk 


acorn 


act 


desk 


overseer 


ewe 


open book upper story 


honest boy 


iron ring 


ice-cream dish 


odd toy 


Write a 


description of 


the picture on page 46. 



How to Use TMs, That, These and Those. 49 
List for Pronunciation. V. 

(Drill Exercise : two minutes long.) 

Give the sound of oo as heard in the word noon. Give it 
five times. Put this sound into each of the following words. 
Pronounce the list rapidly : 



OO 


oo 


oo 


oo 


noon 


rude 


boot 


tooth 


root 


poor 


true 


whose 


move 


moon 


brute 


soon 


loose 


hoof 


rumor 


truth 


bouquet 


roof 


rule 


croup 


hoop 


prove 


• cool 


ruin 


broom 


food 


tool 


tour 


room 


ooze 


choose 


goose 



Lesson XXI, 

Hoiv to Use This, That, These and Those. 



this book 
these books 
this kind 
these pictures 



that toy 
those toys 
that kind 
those pictures 



this sort 
that sort 
these children 
those children 



With what form of the noun is the word this used ? the 
word that? the word these'? the word those'? 
What form is this ? that ? these ? those ? 

4 



50 How to Talk. 



Write and learn : 
Use the "word this or that with a noun in the sin- 
gular form. 

Use the word these or those with a noun in the 
plural form. 

Never use this or that with a noun in the plural 
form. 

Never use these or those with a noun in the sin- 
gular form. 

Never use theui for these or those. 

Fill each of the following blanks with this, that, these or 
those, or with a verb : 



1. kind of apples 

2. girls playing. 



3. Did you see boys skating on the pond? 

Jf. Do you like sort of pears? 

5. pupils read in kind of books, and 

pupils read in kind. 

6. dolls belong to Mabel. 

7. May I have one of kind of apples? 

8. Will you lend me pencils? 

9. kind of pencils is better than kind . 

10. children gave flowers to me. 

11. oranges sweet. 

12. books mine. 

If you are not careful, you will say, "These kind" and 
"Those kind." Can you tell why? What should you say? 
Give the reason. 

This and these are used in speaking of objects that are 
near. That and those are used in speaking of objects that 
are more distant. 



Composition. 



51 




Composition XII. 

(Oral and Weitten.) 

hawk outstretched 
Frank danger 
Cora chickens 

threatens 
coop 




A Description of a Picture, 

What does this picture represent ? 

Where is the hen ? What is she doing ? What does she 
see? Why is her mouth open? Where are the chickens? 

Where is the boy ? What has he in his left hand ? in his 
right hand ? What is he doing ? What is he ready to do if 
the hawk comes near the chickens ? 

Where is the girl ? What has she in her hands ? What is 
she about to do with the shawl ? 

THE DEFENDERS. 
This picture represents a hoy and a girl defend- 
ing a hen and chickens from a hawk. 

The hen has thrust her hceid oat between the slats 



52 How to Talk. 

of the coop and is looking at a large hawk which 
is flying in the air. Her mouth is open and you 
can almost hear her scream for help. The chickens 
are outside the coop searching for food and do not 
seem to know of the danger that threatens. 

The boy stands near the coop with his hat in one 
hand and a long stick in the other, ready to strike 
the hawk if he comes near the chickens. 

The girl is at the right of the boy. She is looking 
at the hawk and running toward the coop to cover 
it with a shawl which she holds in her outstretched 
hands. 

TJie Story which the Picture Sitf/yests. 

What is the name of the boy ? of the girl ? What were 
they doing one day? Where were they playing? 

Where were the chickens, and what were they doing ? What 
did Frank and Cora do ? What did they see ? What do you 
think they said ? 

What did Frank do ? What did Cora do ? 

What was Frank's way of defending the chickens What 
was Cora's way ? What do you think the hawk did ? 

THE DEFENDERS. 

One day Frank and Cora were playing near the 
coop where they kept their speckled hen ivith her 
six chickens. 

The chickens were outside the coop searching for 
food. Suddenly the children were startled by the 
scream of the hen. She had thrust her head out 
between the slats of the coop and was looking to- 
ward the sky. Frank and Cora looked in the direc- 



Pronunciation. 53 



tion in which the hen was loohing and saw a large 
hawk flying in the air. "A hawk/ a hawk! lie 
wants our chickens! He shall not get them!" they 
exclaimed. 

Frank found a long stick and went near the coop. 
There he stood with the stick in his hand, watch- 
ing the hawk closely and ready to strike him if he 
should come near the chickens. Cora watched the 
hawk and ran toward the coop to cover it with a 
shawl which she held in her hands. 

Frank would protect the chickens by destroying 
the enemy. Cora thought of protecting the chickens 
by making them safe from the attack of the enemy. 

The hawk, seeing the hen and chickens so well 
defended, flew away. 

Let each pupil write a story that is suggested to him by the 
foregoing picture, using the questions as a guide for seeing and 
thinking. 

List for Pronunciation* VI. 

(Drill Exercise: two minutes long.) 

Give the sound of 6b as heard in the word book. Givp it 
five times. Put this sound into each of the following words : 



oo 


oo 


oo 


oo 


book 


cooper 


hood 


wool 


look 


footstep 


wood 


hook 


pull 


foot 


forsook 


cook 


cushion 


^tood 


took 


rook 


crooked 


shook 


bush 


understood 


good 


full 


push 


wooden 



54 



How to Talk. 



Composition XIII. 

(Oral and Written.) 




What does this picture represent? 
Write a description of this picture. 

The Story which the Picture Suggests, 

Name this boy and this girl. 

What did have for a birthday present? What kind 

of doll was it? What did she call her doll? Where did phfi 
take her doll one day ? What happened ? How did the little 
girl feel ? What did she do 9 Whom did she call ? What do 
you think she said to her brother ? 

What did do? What do you think he said to ? 

Did they get the doll ? What was the condition of the doll 
after being in the water? 

What do you think mother said to her? What prom- 

ise do you think the girl made? 

Tell the story suggested by the foregoing picture, using the 
questions as a guide for seeing and thinking. 



Composition. 



55 





< 


Composition XIV. 










(Oral and Written. ) 






Fanny 
picture 
sitting 
ready 


extended \j \JL .u 
Belle § VM 
swing g KJB j 




-ft 


swinging 
extended 
shade 
oak 


push 

doll 


fife 




™W 


&£*H 


pushed 
doll 


Write a 


,de- «? 


fyW^l'WM^^^w 


KsM/siiffi 


m 


Tell the 


scription of : ^M§ 
this picture. >f/f 




^A/^f 




story sug- 
gested by 
this picture. 






THE SWING 









Composition XV. 

(Oral and Written.) 




Write a description of the above picture, and tell the story 
suggested by it. 

Be careful about the order of seeing and thinking. 



56 



How to Talk. 



Composition XVI. 

(Oral and Written.) 







MAKING PIES. 



Kate 
pies 
dough 
sticks 



post 
fence 

Write a de- 
scription of this 
picture. 



John 
mud 
bake 
fire 



Write a description of this 
picture. 



Tell the story suggested by 
this picture. 



Composition XVII. 

(Oral and Written.) 




jumping 

barking 

Tell the sto- 
ry suggested by 
this picture. 



Present and Past Forms of the Verb. 57 
List for Pronunciation. VII. 

(Drill Exercise: two minutes long.) 

Give the sound of a as heard in far. Shorten it. Make 
it very short. Make it as short as possible. Put this exact 
sound into each word in the list: 



a 


a 


a 


a 


ask 


plaster 


grant 


glance 


pass 


demand 


mass 


pastor 


glass 


advance 


pasture 


mast 


dance 


France 


slant 


graft 


clasp 


blast 


staff 


lance 


master 


cast 


class 


prance 


gasp 


enchant 


chance 


grass 



Lesson XXII. 

The Present Form and the Past Form of 
the Verh. 

Time to come is . . . future time. 

Time now is present time. 

Time gone is past time. 

T draw a line now. 

Does the above sentence represent present time, past time 
or future time? 

He draws a line now. 

What time is expressed in the above sentence? 

He drew a line yesterday. 

What time is expressed in the above sentence? 



58 



How to Talk. 




We see a fish. He sees a fish. 

What time is expressed in the above sentences ? What one 

word in each sentence 
expresses the time? 

They saw a fish. 
She saw a fish. 

What time is ex- 
pressed in the above 
sentences ? What one 
word in each sentence 
expresses the time? 

They sing a song. She sings a song. 
They sang a song. He sang a song. 

What time is expressed in the first sentence? in the sec- 
ond? in the third? in the fourth? 

What one word in each sentence expresses the time? 

They do their work well. 
She does her work well. 
You did your work well. 

What time is expressed in the first sentence? in the sec- 
ond? in the third? 

What one word in each sentence expresses the time? 



You throw a ball. 
He tli rows a ball. 
He threw a ball. 

What time is expressed in each sentence 1 
in each sentence expresses the time? 



What one word 



The Complete Form of the Verb. 59 

What time is represented by the word draw? see? sing 1 ? 
do? throw? drew? saw? sang? did? threw? 

What is the past form of draw? see? sing"? do? throw? 

What is the present form of a verb ? 

What is the past form of a verb ? 

What are the present forms of the verb saw? did? threw? 
drew? sang? 



Present Forms. 


Pest Form. 


Present Forms. 


Past Form. 


do • does 


did 


sing sings 


sang 


draw draws 


drew 


throw throws 


threw 



Fill each blank with one of the above verbs : 

1. Joint a picture yesterday. 

2. The boy a bucket of water. 

3. He Mabel in, Chicago. 

Jf. I a booh on the table. 

5. He his work well. 

6. She the ivork an hour ago. 

7. She her examples at ten o'clock. 

8. Yesterday the boy a, stone. 

9. Harry the ball in the school-room. 

10. The lady in the choir. 



Lesson XXIII. 

The Complete Form of the Verb. 

The boys have drawn lines on their slates. 

In the above sentence what words express the action per- 
formed by the boys? Which is the chief word? Which is 
the helper? 



60 How to Talk. 



The boy has drawn a line. 

What words in the above sentence express the action per- 
formed by the boy? Which is the chief word? Which is 
the helper? 

The boy had drawn lines before he came to school. 

What words express the action performed by the boy? 
Which is the chief word? Which is the helper? 

The word orawn is a form of the word draw, used with 
a helper to show a completed action, and to distinguish it from 
the other forms we will call it the complete form of the verb. 

The boys have drawn lines on their slates. 

Read the above sentence, and omit the helping word. 

You see this means nothing. It is not a sentence. 

What form is drawn ? 

The complete form of the verb is helpless, and must have 
aid to express what is desired. 

You may call this form of the verb the complete form 
or the helpless form. 

Wrifce and learn the forms of the verb draw: 

Present Forms. Past Form. Complete Form. 

draw draws drew drawn 

With which form are have, has and had used? Why '.' 

Write and learn : 
"With have, has and had use drawn. 
Never use drew with have, has or had. 

° ^ You have thrown a ball. 

He has thrown a ball. 
He had thrown the ball 
before you came. 

Read the above sentences, and 
omit the helping words. What form is thrown 9 Why? 




The Complete Form of the Verb. 61 



Write and learn 


the forms of the verb throw : 


Present Forms. 


Past Form. 


Complete Form. 


throw throws 


threw 


thrown 



With which form are have, has and had used ? Why ? 

Write and learn : 
"With have, has and had use thrown. 
Never use threw with have, has or had. 

The forms of the verb grow are'/ 

Present Forms. Past Form. Complete Form. 

grow grows grew grown 

Make a sentence with each word in the present form. Make 
a sentence with the past form. 

They have grown tall. 
She has grown tall. 
She had grown tall. 

Eead the above sentences, and omit the helping words. 
What form is grown? Why? 

With which form are have, has and had used ? Why ? 

Write and learn : 
Laws: 'With have, has and had use the complete 
form of the verb. 

Never use the past form of the verb with 
have, has or had. 







Write and learn : 




Present Forms. 




Past Form. 


Complete Fori 


blow 


blows 




blew 


blown 


fly 


flies 




flew 


flown 


grow 


grows 




grew 


grown 


know 


knows 




knew 


known 


throw 


throws 




threw 


thrown 



62 



H oio to Talk. 



Use each of the verbs in list on page 61 in a sentence that is 
long enough to show that you understand the use of the word. 

Fill each blank with one of the verbs in same list: 

1. Tite wind yesterday. 

2. The wind, has to-day. 

3. Have the boys the whistle? 

Jf. He his lesson. 



5. Had he 



it, he would have told you. 



6. The plant has 

7. Have you a ball? 

8. Has she tall? 



9. Has the bird 
10. The bird 



away ? 




Write five sentences suggested by this picture, using the 
forms of the verb fly. 



Forms of Verbs. 



63 



Composition XVIII* 

(Okal and Written.) 




Tell the story suggested by this picture, using the forms of 
the verbs blow and throw. 

Composition XIX, 

Tell the story suggested by the picture on page 13, using the 
forms of the verbs grow and know. 



Lesson XXIV. 

Forms of Verbs. 

The forms of the verb break are : 



Present Forms. 

break breaks 



broke 



Complete Form. 

broken 



Write ten sentences suggested 
by this picture, using the forms 
of the verb break. 

With which form are have, 
has and had used? Why? 




64 


How to Talk. 






Write and learn the following : 




Presei 


it Forms. Past Form. 


Complete Form. 


break 


breaks broke 


broken 


bear 


bears bore 


borne 


cleave 


cleaves clove 


cloven 


speak 


speaks spoke 


spoken 


steal 


steals stole 


stolen 


swear 


swears swore 


sworn 


tear 


tears tore 


torn 


tread 


treads trod 


trodden 


weave 


weaves wove 


woven 


wear 


wears wore 


worn 



Use each of the above verbs in a sentence that is long 
enough to show that you understand the use of the verb. 

Fill each of the following blanks with one of the above verbs : 

1. Has he a stick? 

2. Have you the pencils? 

3. Has he his new hat? 

4- The thief has the horse. 

5. Anna has her blue dress. 

6. She it on a nail. 

7. You have those words correctly. 

8. Have you to her about it? 

9. Has the man the carpet? 

10. She the carpet last week. 

11. The boy his new hat. 

12. Did, you John's slate? 

13. John's brother it? 

lJf. Have you your book? 

15. The boy to his dog. 



Forms of Verbs. 



65 



Do you see that bird in 
the tree ? She has a nest 
there with four eggs in it. 

Did you see her weave 
the nest? 



Do you think these bad 
boys will steal the nest ? 

I think that bad boy is 
trying to get the nest. 



See what they have 
done ! 

They have stolen the 
nest and broken the eggs. 



Stealing birds' nests 
leads to quarreling. 

They have stolen the 
nest, broken the eggs and 
torn their clothes. 



The small boys' mother 
saw them as they quarrel- 
ed and fought. She speaks 
to them about their con- 
duct, and tells them it is 
wrong to steal and quarrel. 

Describe each picture, using the forms of the verbs wear, 
tear, steal and break. 




• *tea?u> 



66 



How to Talk. 



Lesson XXV. 

Forms of Verbs (Continued). 
The forms of the verb write are : 



Present Forms. 

write writes 



Past Form. 

wrote 



Complete Form. 

written 




Write ten sentences suggested by this picture, using the 
forms of the verb write. 

With which form are have, has and had used? Why? 







Write and learn : 




Present Forms. 


Past Form. 


Complete Form. 


write 


writes 


wrote 


written 


drive 


drives 


drove 


driven 


rise 


rises 


rose 


risen 


ride 


rides 


rode 


ridden 


strive 


strives 


strove 


striven 


smite 


smites 


smote 


smitten 


bite 


bites 


bit 


bitten or bit 


chide 


chides 


chid 


chidden or chid 


hide 


hides 


hid 


hidden or hid 


slide 


slides 


slid 


slidden or slid 



Composition. 



67 



Composition XX. 

(Oeal and Weitten.) 




Tell the story suggested by this picture, using the forms of 
the verbs rise, drive and ride. 

Fill each blank with one of the verbs in list on page 66 : 

1. James early. They _, early yesterday. 

2. You have to school every morning. 

3. He behind the bushes. 

Jf. You have three letters to-day. 

5. Has he the black liorse this week? 

6. He through the streets. 

7. Charles to his cousin yesterday. 

8. She to school on her brother's sled. 

9. The man has the black horses. 

10. Have you after the white horse? 

11. The boys on the ire to-day* 

12. The mad, dog has his master. 



68 



How to Talk. 



Lesson XXVI. 

Forms of Verbs {Continued). 




The forms of the verb ring are : 



Present Forms. 

ring rings 



Past Form. 

rang 



Complete Form. 

rung 



Write ten sentences suggested by this picture, using the 
forms of the verb ring. 

With which form are have, has and had used? Why? 





Write and learn : 




Present Forms. 


Past Form. 


Complete Form. 


sing sings 
begin begins 
drink drinks 


sang 

began 

drank 


sung 

begun 
drunk 


ring rings 


rang 


rung 


run runs 


ran 


run 


sink sinks 


sank 


sunk 


swim swims 


swam 


swum 


spring springs 


sprang 


sprung 



Use each of the above verbs in a sentence that is long 
enough to show that you understand the use of the verb. 



Forms of Verbs. 



69 



Write ten sentences 
suggested by this pic- 
ture, using the forms of 
the verb drink. 




Write ten sentences 
suggested by this picture, 
using the forms of the 
verb spring. 



Write ten sentences 
suggested by this picture, 
using the forms of the 
verb swim. 





Write ten sentences 
suggested by this picture, 
using the forms of the 
verb run. 



Write ten sentences 
suggested by this picture, 
using the forms of the 
verb sing. 




70 



How to Talk. 




Composition XXI. 

(Oral and Written.) 
Tell the story suggested by 
this picture, using the forms of 
drink and run. 



Fill each blank with one of the verbs in the list on page 68 : 
1. The boy has the bell. Did you hear the 



bell when it 
%. Mary 



in church yesterday. We have 



every day this week. 

3. The lion upon the man. 

Jf. The ducks and geese i in the pond. 

5. The ship has 

6. The baby the milk. 



Lesson XXVII. 

Forms of Verbs (Continued). 
Write and learn : 

Present Forms. Past Form. Complete Form. 

give gives gave given 




Write ten sentences suggested by this picture, using the 
forms of the verb give. 



Forms of Verbs. 





Write and learn : 




Present Forms. 


Past Form. 


Complete Form. 


give gives 


gave 


given 


bid bids 


bade 


bidden 


eat eats 


ate or eat 


eaten or eat 


see sees 


saw 


seen 



Use each of the above verbs in a sentence that is long 
enough to show that you understand the use of the verb. 

1. James, bave you seen Uncle Jobn to-day? 

2. Yes, sir ; I saw birn a short time ago. 

3. Where did you see him ? 

4. I saw him down town. 

5. What did he give you ? 

6. He gave me an apple and an orange. I have 
eaten the orange. 

7. You may give the apple to Frank. 

8. Did James do as be was bidden? 

9. As soon as James saw Frank he gave him the 
apple. 

What is the form of the verb seen in the first sentence? 
Give the other forms. 

What form is the verb in the second sentence? What are 
the other forms? What is the verb in the sixth sentence? 
What form is it? 

What words express the action in the seventh sentence? 
What form is the chief word? 

What form is the word bidden'/ 



72 



How to Talk, 



Fill each blank with one of the verbs in the list on page 71: 

1. John apples and figs. 

2. He me an orange this morning. 

3. Have you my aunt to-day? 

Jf. I her yesterday. 

5. She has me a knife. 

0. He me go home at two o'clock. 

7. I had my dinner when he came. 

8. Has John your new kite? 

9. How long is it since you have James? 

10. The boy has his apples before the time. 

11. My father me a new sled last Christinas. 



Lesson XXVIII. 

Forms of Verbs {Continued). 
Write and learn : 

Present Forms. Past Form. 

forsake forsakes forsook 

shake shakes shook 

take takes took 



Complete Form. 

forsaken 

shaken 

taken 




Write ten sentences 
suggested by this picture, 
using the forms of take 
and shake. 

With which form are 
have, has and had 
used? Why? 



Forms of Verbs. 



73 



Lesson XXIX. 

Forms of Verbs {Continued). 
Write and learn : 



Present Forms. 


Past Form. 


Complete Form 


choose chooses 


chose 


chosen 


freeze freezes 


froze 


frozen 




"Write ten sentences suggested by this picture, using the 
forms of choose. 

Write ten sentences, using the forms of freeze. 

With which form are have, has and had used? Why? 

Fill the blanks with one of the forms of choose or freeze : 

1. My brother a pair of skates for his birth- 
day present. I _ a new sled. 

2. Had Frank _ the sled, perhaps he would 
not have _____ his feet. 

S. After he had his feet, he wished he had 

a sled; but it ivas too late. 

Jf. Have we a good subject for a composition f 



74 



How to Talk. 



Lesson XXX. 

Forms of Verbs (Continued). 



Present Forms. 

do does 



The forms of do are : 

Past Form. 

did 



Complete Form. 

done 




"Write ten sentences suggested by this picture, using the 
forms of the verb do. 

With which form are have, has and had used ? Why? 

Fill each of the following blanks with one of the forms of do : 

1. Has he his work? 

2. Have you your work well? 

3. The woman __ _ the washing last Monday, 
4- I imj work, and he his. 

5. He the work. 



Forms of Verbs. 75 



Lesson XXXI. 

Forms of Verbs (Continued). 
The forms of go are : 



Complete Form. 

gone 




Write ten sentences suggested by this picture, using the 
forms of the verb go. 

With which form are have, has and had used ? Why ? 

Fill each blank with one of the forms of go : 
J. Charles has to Boston. 

2. When did he If 

3. He yesterday. 

Jf. Bid his sister with him? 

o. He with his uncle. 

6. Have the children home? 

7. They . an hour ago. 

8. Had he when you called? 

9. The man to the concert last evening, 

10. He should have earlier. 



Iff* 



How to Talk. 



Lesson XXXII. 

Forms of Verbs ^Continued). 
The forms of come are : 



Present Forms. 

come comes 



Past Form. 

came 



Complete Form. 

come 



Write ten sentences suggested ' L^ 

by this picture, using the forms 
of come. 

Notice that two of the forms 
of come are alike. Which are 
they? 

With which form are have, : f 
has and had used? x - ( 




Lesson XXXIII. 

Forms of Verbs (Continued). 





The forms of fall are : 

Present Forms. Past Form. Complete Form. 



fall 



foils 



fell 



fi 



i lien 



Write ten sentences suggested by each of the above pictures, 
using the forms of the verb fall. 



The Verb Lie 



Lesson XXXIV. 

The Verb life. 

The boys lie on the lounge. 
The boy lies on the lounge. 
The boys lay on the lounge. 
The boy lay on the lounge. 

The word lie means rest or recline. 

" The boys lie on the lounge " means The boys rest on the 
lounge, or, The boys recline on the lounge. 

The word lies means rests or reclines. 

" The boy lies on the lounge " means The boy rests on the 
lounge, or, The boy reclines on the lounge. 

The word lay means rested or reclined. 

" The boy lay on the lounge " means The boy rested on the 
lounge, or, The boy reclined on the lounge. 

What time is expressed in the first sentence? in the sec- 
ond? in the third? in the fourth? 

What one word in the sentence expresses the time ? Define 
the present forms ; the past form. 

Fill each blank with a form of the verb lie : 

1. Bid the boy tell his dog to down ? 

2. Did you say the book on the table? 

3. Yesterday the child in the cradle. 

4* To-day the child on the lounge. 

5. The rug in front of the organ. 

6. You are tired ; go and on the bed. 

7. The slate on the floor. 

8. down. Rover! 



78 


How to Talk. 






The forms of the verb lie are : 

Present Forms. Past Form. 

lie lies lay 


Complete Form. 

lain 



The boys have lain on the lounge. 

The cat has lain on the rug. 

The boy had lain on the lounge before you came. 

The words have lain mean have rested or have re- 
clined. 

" The boys have lain on the lounge " means The boys have 
rested on the lounge, or, The boys have reclined on the lounge. 

The words has lain mean has rested or has reclined. 

" The cat has lain on the rug " means The cat has rested on 
the rug, or, The cat has reclined on the rug. 

The words had lain mean had rested or had reclined. 

" The boy had lain on the lounge " means The boy had rested 
on the lounge, or, The boy had reclined on the lounge. 

What are the forms of lie ? With which form are have, 
has and had used? Why? 

Fill each blank with a form of the verb lie : 

1. The dog 07i the floor as I entered the room. 

2. He had there a, long time. 

S. These books have here too Jong. 

4- The poor bird lifeless beside the cage. 

5. The hat had on the walk in the rain. 

6. The oxen under the trees at noon time. 

7. Has the doll here long? 

8. Will the dog still if you ash him? 



Test Exercises. 



Lesson XXXV. 

Test Exercises. 

(To BE PREPARED ON SLATES OR PAPER.) 

John said, " Bruno, lie down !" 

The dog lay down. 

You lie here every night. 

The cat has lain on the rug by the fire all day. 

The cloaks have lain on the bed all this week. 

The shawl lies on the bed. 

It lay on the bed yesterday. 

Yesterday the book lay on the table. To-day it 
lies on the desk. 

Has the child lain in the cradle to-day ? 

Last week Frank lay on the sofa in the parlor. 
Now he lies in his room. 

Point out the verbs in each of the above sentences ; write 
all the forms of each verb ; underline the form used, and give 
a good definition of it. 

Fill each blank with one of the forms of lie : 

1. The boy has on the floor to-day. 

2. Has the coat on the chair long? 

3. Your shawl has on the desk all day. 

Jf. Will you 072, the sofa if I get a pillow ? 

5. Yesterday that large booh on your desk. 

6. Have the children under tl/e tree loiig? 

7. That book has on the table for a week. 

8. Let your book _ win- re it fell . 

9. You in bed lute this morning. 



80 



Sow to Talk. 



Composition XXI 1. 

(Oral and Written.) 




Tell the story suggested by this picture, using the forms of 
the verb lie. 



Lesson XXXVI. 

The Verb I^ay. 

I lay the book on the table now. 

He lays the book on the table now. 

He laid the book on the table yesterday. 

The word lay means place or put. 

" I lay the book on the table" means I place the book on the 
table. 

The word laid means placed or put. 

" He laid the book on the table " means He placed the book 
on the table, or, He put the book on the table. 



Test Exercises. 81 



What time is expressed in the first sentence? in the sec- 
ond ? in the third ? 

What word in each sentence expresses the time ? What is 
the past form of lay ? 

The forms of lay are : 

Preseni Forms. Pasi Form. Complete Form- 

lay lays laid laid 

You have laid the pencils on the table. 

He has laid the books on the table. 

She had laid the child in the cradle when I came. 

The words have laid mean have placed or have put. 
Define has laid and have laid. 

Notice that two of the forms of lay are alike. 
Which are they ? What are the forms of lay ? 

Write and learn : 
Never use lay to mean rest. 
Never use lays to mean rests. 
Never use have laid to mean have rested. 



Lesson XXXVII. 

Test Exercises. 

(To BE PREPARED ON SLATES OR PAPER ) 

The boy laid the wood in the box. 

The lady has laid the baby in the cradle. 

The baby lies in the cradle. 

Lie on the lounge, and I will lay this shawl over von. 

Have you laid the things away ? 

Lay the rug oi> the floor, and let the cat lie on it. 



82 



How to Talk. 



These mats have lain here for a week. I wish you 
would lay them away. 
John laid the book on your table. 

Point out the verbs in each of the above sentences ; write 
all the forms of each verb; underline the form used, and give 
a good definition of it. 



1. 

2. 

5. 
6. 
7. 
8. 
0. 
10. 



Fill each blank with a form of lie or lay : 

Let the rug in front of the piano. 

the book on the desk. Let it there. 

Lt on the chair in the parlor. 

Take off your shaivl and it on the chair. 

The boat on the bank of the river. 

Your knife on the large dictionary . 

Who it there? 

L don't know. Lt has there all day. 

L am so tired that L must down . 

May Anna on the sofa? 

Composition XXIII. 

• (Oral and Written.) 




Tell the story suggested by this picture, using the forms of 
the verbs lie and lay. 



The Verb jSU. - 83 




Lesson XXXVIII. 

The Verb Sit. 

The boy sits in a chair. 

x> . You sit in a chair. 

^ The cat sits in the boy's lap. 

The boy sat in the chair. 

The cat sat in his lap. 

The word sit means rest. 

" You sit in this chair " means You rest in this chair. 

The word sits means rests. 

" The boy sits in a chair " means The boy rests in a chair. 

The word sat means rested. 

" The boy sat in a chair " means The boy rested in a chair. 

What time is expressed in the first sentence? in the sec- 
ond? in the fourth? 

Define the present forms ; the past form. 

The forms of the verb sit are : 

Present Forms. Past Form. Complete Form. 

sit sits sat sat 

Notice that two of the forms of sit are alike. 

Which are they ? 

Define the words have sat, has sat and had sat. 

Fill each blank with a form of sit : 

1. Jennie with me. 

2. Will you with me? 

3. The tub in the corner. 



84 



Hoiv to Talk. 



Jf. The dress well. 

5. Does the coat well? 

6. You up late last night. 

7. I have in this chair many times. 

8. If you are willing, I will in this chair. 

9. You in it yesterday. 



on the table all day? 
_ together. 



10. Has the lamp 

11. May and Lottie 

12. He had in this chair before yesterday. 



Composition XXIV. 

(Oeal and Written.) 




Tell the story suggested by this picture, using the forms of 
the verb sit. 



Lesson XXXIX. 

The Verb Set. 

You set the pitcher on the table. 
He sets the pitcher on the table. 
He set the pitcher on the table yesterday. 

The word set means place or put. 

" You set the pitcher on the table " means You place the 
pitcher am the table. 



The Verb Set 85 



The word set means placed or put. 

"He set the pitcher on the table yesterday" means He 
placed the pitcher on the table. 

Notice that the verb set has the same form for representing 
past time that it has for representing present time. 

The forms of set are : 

Present Forms. Past Form. Complete Form. 

set sets set set 

What do the words have set mean in the sentence, " You 
have set the lamp on the shelf"? 

In the sentence, " He has set the lamp on the table," what 
do the words has set mean ? 

Write and learn : 
Never use set to mean rest. 
Never use sets to mean rests. 
Never use set to mean rested. 
Never use has set to mean has rested. 

In using the words sit and set, always think of what they 
mean. 

" I set the child on the bench " means I place the child on 
the bench. 

" The child sits on the bench" means The child rests on the 
bench. 

If you use the word sets for sits, there is no meaning to 
what you say. 

"I set the vases on the bracket" means I placed the vases 
on the bracket. 

"The vases sat on the bracket" means The rases rested on 
the bracket. 



How to Talk. 



Lesson XL. 

Test Exercises. 

(To BE PREPARED ON SLATES OR PAPER.) 

The boy set the box on the floor. 
The box sits on the floor. 

Does the castor sit on the table or on the shelf? 
Did you set the pail on the shelf or in the sink ? 
Your coat sits well. 
The boy set the hens last night. 
The hens sit on their eggs to-day. 
You set Fanny in that chair, and she has sat there 
for half an hour. 

Lay the cushion on the grass and sit in the shade. 
Have you set the things on the table ? 

Point out the verbs in each of the above sentences ; write 
all the forms of each verb ; underline the form used, and give 
a good definition of it. 

Fill each blank with a form of sit or set : 

1. the chair near the stove and by me. 

2. the lamp on the table. Let it there. 



3. Charles, have you the hens? 

Jf. The hen on her eggs, and is a hen. 

5. Lay the mat in front of the organ and 

the stool on it. 

6. For the past two iveeks he has up late. 

7. Nellie the table every morning. 

S. She the castor near the centre of the table. 

9. The boys on the grass to-day. 

10. The girls in the shade of the oak tree. 



The .Verb Rise. 



87 



Composition XXV* 

(Oral and Written.) 




^ 5= ^&_ ^ 



Tell the story suggested by the above picture, using the forms 
of sit and set. 



Lesson XLI. 

The Verb Rise. 




You rise early. 
This boy rises early. 
He rose early yesterday. 



Hoio to Talk. 



He has risen early every morning this week. 

Kites rise in the air. 

A kite rises in the air. 

A kite rose in the air. 

The kites have risen above the trees. 

The word rise means get up or ascend. 
The word rises means gets up or ascends. 
The word rose means got up or ascended. 
The words have risen mean have gotten up or have 
ascended. 

Study these definitions, and define each of the above sen- 
tences. 

What time is represented by the verb rise? rises 9 rose? 

The forms of rise are : 

Present Forms. Past Form. Complete Form. 

rise rises rose risen 

With which form are have, has and had used? 

Fill each blank with one of the forms of the verb rise : 

1. The bread has to the edge of the tin. 

2. Has the water in the river ? 

S. The price of wheat has 

Jf. Will you at six o'clock to-morrow? 

5. They early yesterday. 

6. The water has during the night, and now 

covers the sidewalk. It will no more. 

7. After the kite It ad . _ above the tree-tops, it 
fell. I could not make it again. 

8. The smoke of the engine higher than the 
steam. 



The Verb Raise. 



89 



Lesson XLII. 

The Verb Raise. 

You raise the board to 
put the sticks under it. 

The boy raises the board. 

He raised the board. 

He has raised the sticks 
to hold the board. 





The farmers raise 
wheat and corn. 

The farmer raises 
wheat and corn. 

The farmer raised 
wheat and corn. 

The farmers have 
raised wheat and 
corn. 

The word raise means lift or cause to grow. 
The word raised means lifted or caused to grow. 

Define each of the above sentences. 

The forms of raise are : 

Present Forms. Past Form. Complete Form. 

raise raises raised raised 

Which forms are alike 9 

Define have raised ; has raised ; had raised. 

Write and learn : 
Never use raise to mean get up or ascend. 
Never use raised to mean did get up or ascended. 
Never use have raised to mean have gotten up or 
have ascended. 



90 How to Talk. 



Lesson XLIII. 

Test Exercises, 

(TO BE PREPARED ON SLATES OR PAPER.) 

Yeast makes the bread rise. 

Yeast raises the bread. 

What raises the stones from the quarry ? 

Has the cake risen enough to put into the oven ? 

How much has it risen ? 

It has risen above the edge of the tin. 

The farmer has raised fifty acres of oats. 

Have the boys risen ? 

Point out the verbs in each of the above sentences ; write 
all the forms of each verb ; underscore the form used, and 
give a good definition of it. 

Fill each blank with a form of rise or raise : 

1. I have early every morning this week. 

2. He has himself from th e floor. 

S. He the box and looked under it. 

Jf. The bread, rapidly. 

5. They at the signal. 

6. Yesterday the kites high in the air. 

7. Will jjou the window? 

8. If you had early, it would have been all 

right, for the man came in time. 

9. As they to depart lir asked them to call 

again, and they promised to do so. 

10. Did you see the kite after it had above 

the trees? 



Composition. 



91 



Composition XXVI. 

(Oral and Written, 




i ' P i " : PI P 

I§b Tell the story suggested by this picture, 
using the forms of rise and raise. 



long body 
fur 

small ears 
pointed head 



Composition XXVII. 

(Oral and Written.) 

...in 




chisel-shaped 
vegetable 
animal 
gnaws 



THE RAT. 



Study the questions for the Compositions on pages 42, 43. 44 
and 45. 

Write a description of the rat. 



92 



How to Talk. 



Lesson XLIV. 

The Verbs Teach and Iiearn. 

I Hi 

m 




We go to school to learn to read and spell. 
Miss Brown teaches us arithmetic also. 
Yesterday we learned several new examples. 
Miss Brown taught them to us. 



This girl has learned to sew. 
Her mother taught her to sew. 
She can make a dress for her doll. 
Her mother has taught her to do it. 
Have you learned to make a mat ? 
I have never been taught to weave. 

The word learn means receive instruction. 

"We go to school to learn " means We go to school to receive 
instruction. 



The Verbs Teach and Learn. 93 

The word teach means give instruction. 
" You teach us " means You give us instruction. 

Define the words learns, teaches, learned, taught. 
What time is represented by the words learn? teach? 
learns? teaches? taught? 

The forms of learn are : 

Present Forms. Past Form. Complete Form. 

learn learns learned learned 

Define have learned, has learned and had learned. 

The forms of teach are : 

Present Forms. Past Form. Complete Form. 

teach teaches taught taught 

Define have taught ; has taught ; had taught. 

Write and learn : 
Never use learn to mean give instruction. 
Never use learns to mean gives instruction. 
Never use learned to mean gave instruction. 
Never use have learned to mean have given in- 
struction. 





Write and learn : 




Present Forms. 

teach teaches 


Past Form. 

taught 


Complete Form. 

taught 


catch 


catches 


caught 


caught 


buy 


buys 


bought 


bought ' 


bring 


brings 


brought 


brought 


seek 


seeks 


sought 


sought 



Use each of the above words in a son! en 



How to Talk. 



Write ten sen- 
tences suggested by 
this picture, using 
the forms of the 
verb bring". 




Tell the story suggested by Write ten sentences suggest- 

the above picture, using the j ed by the above picture, using 

forms of the verbs seek and the forms of the verb buy. 
catch. 




Write ten sentences suggested by this picture, using the 
forms of the verbs teach and learn. 



Test Exercises. 95 



Lesson XLV. 

Test Exercises. 

(To BE PREPARED OK SLATES OR PAPER.) 

We learn to write. 

Who teaches you to sing ? 

The girl learns to play on the piano. 

Miss Jones teaches her to play. 

Have you learned to sing ? 

Who has taught her to sew ? 

James has taught his brother to skate. 

He had taught her to work before he went West. 

Has he taught his dog to shake hands ? 

She has taught you to do better than this. 

Point out the verbs in each of the above sentences ; write 
all the forms of each verb; underscore the form used, and 
give a good definition of it. 

Fill each blank with one of the forms of teach or learn : 

1. The boy to swim. 

2. The boy his clog to swim. 

S. Yesterday the teacher us a new table. 

4- He has me many new pieces. 

5. I have my canary to perch on my finger. 

6. You have me a lesson. 

7. His brother him to do the worh. 

8. We should try to something every day. 

9. Have you my sister to worh? 

10. I shall her to worh in a short time. 

11. The dog has to carry a bashet. 



96 



How to Talk. 



Compos it ion XX VIII. 

(Oral and Written.) 

Tell the stories suggested by the pictures on pages 35 and 
36, using the forms of teach and learn. 

List for Pronunciation. VIII. 

(Drill Exercise : two minutes long.) 



u 


u 


u 


u 


fuel 


ague 


produce 


consume 


acute 


stupid 


numeral 


bugle 


perfume 


plural 


museum 


assume 


Tuesday 


student 


tuition 


presume 


fluid 


Lucy 


introduce 


institute 


opportunity 


accurate 


duel 


numeration 



Composition XXIX. 

(Oral and Written.) 



hopped 
branch 




Where is the bird? What 
is the bird doing ? 

Where is the cat? What 
is the cat doing? 

What is she about to 
do? 



What did this little bird do 
all daylong? Where was the 
bird one day? What did the 
lard do? Do you think the 
bird was happy? What was 
near it? Did the bird know it? 



Composition. 



97 



Where is the 
bird now ? 

What will the 

cat do with it? 



What became 
of the bird? 




The Pictures Described. 

THE UNFORTUNATE BIRD. 

Here is the picture of a bird sitting on a log 
singing. Behind the bird, near the log, is a sly old 
cat watching it. She looks as if she were about to 
spring upon the log to catch the bird. 

Now the cat has the bird in her mouth. She will 
hill the bird, and then she will eat it. 

The Story which the Pictures Suggest. 

THE UNFORTUNATE BIRD. 

Once there was a little bird that hopped about 
from branch to branch, singing all day long. 

One day this little bird seemed very happy as it 
sat xvpon a log. The bird did not know that a sly 
old cat near by was watching -it. 

By and, by the cat sprang upon the log, caught 
the bird and killed it. 

Write a description of each picture. 

Tell the story suggested by these pictures. 



98 



How to Talk. 



Composition XXX. 

(Oral and Written.) 
THE ACCIDENT. 




What does this picture rep- 
resent? Where is the girl? 
What has she in her hands? 

Where is the boy 9 What 
is his position? What is he 
doing ? Where do you think 
they are going? 



In what way did Paul and 
his sister Carrie amuse them- 
selves ? 

What did Paul have ? 

What did Carrie do one day ? 
What did she take with her ? 

Where did they go ? 



W 7 hat has happened ? 

Where is the girl? 
What is she doing? 
Where are the doll and 
the parasol ? 

How does the girl 
feel? 

Where is the boy? 
What is he doing? 
What is he saying? 




What happened ? 



Composition. 



99 







Composition XXXI, 












(Oral and Written.) 








Fido 






4 ; W =■ 






Fido 


spaniel 






\v^^Sv iH^y^f ■o* 






spaniel 


curly 












curly 


What 

Fido? 


kind 


of 


dog is 


What 
Fido ? 


kind 


of 


dog was 


What 
he? 


kind 


of 


hair has 


What 
he? 


kind 


of 


hair had 




Of what is this a picture ? 
Who is his companion? What 
kind of hair has Rover ? What 
are the dogs doing? 



What had Fido for a com- 
panion? What kind of hair 
had Rover? What were they 
accustomed to do for hours at 
a time ? 



100 



How to Talk. 



bound 
teeth 

caught 
looking 
shaking 



How many dogs in this pic- 
ture ? What dog is in the dis- 
tance ? Why is he coming ? 




fierce 

hound 

caught 

shook 

severely 

came 



What happened to Fido one 
day? 

Where was Rover? 



hurried 

punishing 

conduct 




hurried 



severely 



punished 



How many dogs in this pic- I What did Rover do? Why 
ture ? What is Rover doing ? j did he do this ? 
Why is he doing this ? 

Describe each picture. 

Tell the story suggested by these pictures. 



Composition. 



101 



Composition XXXII, 

(Oeal and Written.) 
TRY AGAIN. 




Harry 

playful 

castle 

morning 

building 

tower 

busy 

blocks 

What is Harry doing? 
What does the block which 
he is now placing represent? 



angry 
naughty 
caught 
throw 



Of what is this a picture ? 
What is he about to do ? 



What was Harry doing one 
morning? What happened as 
he was putting on the last block? 




How did Harry feel ? What 
did he say? What did he do? 




sister 

crying 

Jennie 



Of what is this a picture What 
is Sister Jennie doing? Why does 
she do this? What is Harry doing? 



What did Sister Jennie do? 
Why? What did she say? 
What did Harry do ? 



102 



How to Talk. 




Of what is this a picture ? Who came ? 

Who is coming? What did she hear? 

What does she hear? 



1 { -<m -1 II 


r 1 




n 







W r here is Harry '.' 
What is mamma doing; 9 



What did mamma do? 




What have they? What did TTarrv do after the castle 

What is Harry doing? was completed How did he feel? 
How does he look? What lesson did he learn 

Write a description of each picture. 

Write the story suggested by these pictures. 



Composition. 



103 



Composition XXXIII. 

(Oral and Written.) 




Write a description of each picture. 

Tell the story suggested by these pictures. 



104 



How to Talk. 



Composition XXXIV. 

(Oral and Written.) 




Describe each picture. Tell the .story .suggested. 



The Progressive Form of the Verb. 105 

Lesson XLVI. 

The Progressive Form of the Verb, 

Little children who read this book have yet to learn about 
another form of the verb. 

John is playing" means that the act is in progress now. 

John was playing means that the act was in progress in 
past time. 

John will be playing" means that the act will be in pro- 
gress in future time. 

Because playing denotes an act in progress, it is called the 
progressive form. 

Every verb has a progressive form. 

Law: The progressive form is made by adding ing to 
the present form. 

Write the progressive form of each of the following words, 
and uge each in a sentence : 



grow 


blow 


speak 


go 


sing 


do 


talk 


think 


drink 


sink 


jump 


break 



Many verbs ending with e drop e before taking a vowel : 



drive 


ride 


come 


write 


shake 


taste 


take 


live 


strive 


waste 


give 


glance 



106 How to Talk. 



Many verbs ending with a single consonant after a single 
vowel repeat the final consonant before taking ing : 



stop 


run 


swim 


stir 


trim 


hop 


begin 


pat 


pet 


knit 


get 


dig 



Write the progressive form of each of the foregoing words, 
and use each in a sentence. 

Write and learn : 
Definition: That form that represents an act in pro- 
gress is the progressive form. 

Lying is the progressive form of the verb lie, and means 
resting or continuing to rest. 

Laying is the progressive form of the verb lay, and means 
placing or continuing to place. 

Define the progressive forms of sit, set, rise, raise, learn 
and teach. 

In using the words lying, laying, sitting, setting, ris- 
ing, raising, teaching and learning, always think of what 
they mean. 

" John is lying on the lounge " means John is reclining on the 
lounge. If you use the word laying for the word lying", there 
is no meaning to what you say. 

" Mabel was sitting in this chair" means Mild was resting in 
this chair. If you use the word setting for the word sitting, 
and say, Mabel was setting in this chair, you do not say what 
you mean. Give the reason. 

Write twenty sentences, using the progressive forms of the 
following verbs. Define each sentence : 

lie sit teach rise 

lay set learn raise 



Test Exercises. 107 



Lesson XLVII. 

Test Exercises. 

(To BE PREPARED OS SLATES OR PAPER.) 

The children are lying on the floor. 

Was the cat lying on the rug when you came ? 

The bread is rising rapidly. 

Are the children sitting on the grass ? 

Is your brother teaching you to do the work ? 

She was setting the plants in the window. 

The sitting hen is in the front yard. 

Point out the verbs in each of the above sentences ; write 
all the forms of each verb; underscore the form, used, and 
define it. 

Fill each blank with a form of the verb lie, lay, sit or set : 

One morning, as Franh and his little sister Alice 

were playing by the brook, they saw a man 

on a log near by. Near the man was a large blade 
dog on the ground. 

The children wondered why the man ivas 

there so quietly. "I think he is a poor lame man," 

said Frank. "Don't you see his crutch on the 

ground near him? Perhaps we can do something 
for him/' 

As the children came nearer, the dog got up and 

began to growl. Tlie man said, " down, Carlo J" 

The dog down, and Frank his hand on 

the dog's head. 

Alice her basket of pebbles near the crutch, 

then she down by the dgg and began to pat 

h iin. 



108 



How to Talk. 



Use the verbs sit and set in conversation about the pictures 
on pages 16 and 35 ; the verbs lie and lay about the picture 
on page 74 ; the verbs rise and raise about the pictures on 
page 15 ; the verbs teach and learn about the picture on 
page 67. 

Composition XXXV. 



(Oral and Written.) 




THE BOY WHO NEVER TOLD A LIE. 

Once there was a little boy 

With curly hair and pleasant eye — 
A boy who always told the truth, 

And never, never told a lie. 

And when lie trotted off to school, 

The children all about would cry, 
'There goes the curly-headed boy — 
The boy that never tells a lie." 

And everybody loved him so, 

Because he always told the truth, 



Composition; 



109 



That every day, as he grew up, 

'Twas said, " There goes the honest youth." 

And when the people that stood near 
Would turn to ask the reason why, 
The answer would be always this : 
" Because he never tells a lie." 

THE BOY WHO NEVER TOLD A LIE. 

Once there was a bright- eyed, curly -headed boy 
who always told the truth. When he ivent to school 
the children would exclaim, "There goes the curly - 
headed boy who never tells a lie." 

Because he always told the truth, he was loved 
by all who knew him. When he became older the 
people spoke of him as "The honest youth." 

And when the people were ashed why they called 
him "honest youth," the reply was, "Because he 
never tells a lie." 

Write the story of this boy in your own language. 
Composition XXXVI. 

(Oeal and Written.) 
MY DOLL. 



I have a little doll ; ^ 

I take care of her clothes; jp 

She has soft flaxen hair, \H 
And her name is Rose. 




110 How to Talk. 



She has pretty blue eyes, 
And a very small nose, 

And a sweet little mouth, 
And her name is Rose. 

Write a description of " My Doll " in your own language. 
Composition XXXVII. 

(Okal and Written.) 




LITTLE DAISY. 

Little Daisy has a box 
Filled with colored building-blocks ; 
Then, to pass the time away, 
Dolls has she in great array — 
Rag and paper, wax and clay — 
One for almost every day ; 
Balls and slates, and pencils too ; 
Tovs from China not a few. 



Composition. Ill 

Yet she wearies of her play, 
Begs with her mamma to stay ; 
Clinging to her mother's knees, 
Cries for '"Tory, 'tory, please." 

Write the story of " Little Daisy " in your own language. 



Composition XXXVIII. 

(Oral and Written.) 
CORN. 

There is a plant you often see 

In gardens and in fields ; 
Its stalk is straight, its leaves are long, 

And precious fruit it yields. 

The fruit, when young, is soft and white, 
And closely wrapped in green, 

And tassels hang from every ear, 
Which children love to glean. 

But when the tassels fade away, 

The fruit is ripe -and old ; 
It peeps from out the wrapping dry 

Like beads of yellow gold. 

The fruit, when young, we boil and roast : 

When old, we grind it well. 
Now, think of all the plants you know, 

And try its name to tell. 

Write a description of " Corn." 



112 



How to Talk. 




Compos it ion XXXIX. 

(Oral and Written.) 
THE BROOKLET. 

'• Whither through the verdant meadow, 

Brooklet, dost thou roam?" 
"I am roaming through the valley, 

Onward to my home." 

"Stop and tell me, little brooklet, 

Where is, then, thy home?" 
"If I stop thus, I shall never 

Reach the ocean foam." 

1 ' Why such haste to reach the ocean ? 

Why not here abide?" 
"I must keep the ships in motion 

On the ocean wide." 



Composition and Pronunciation. 113 

''Brooklet, bud and flower and blossom 

Never still remain." 
"We have learned a lesson from you, 

Brooklet, on the plain." 
Write the story of " The Brooklet " in your own language. 

Composition XL, 

(Oral and Written.) 
NEVER PLAY TRUANT. 

Listen to me now, 

My dear little lad : 
Never play truant ; 

Tis naughty and bad. 

Others will scorn you, 
And point as you pass : 
"Look at the boy 

At the foot of his class !" 

While you are growing 

Learn all that you can, 
Or you will be sorry 

When you are a man. 

Write the story of " Never Play Truant " in your own lan- 
guage. 

List for Pronunciation. IX. 





(Drill Exercise 


: TWO MINUTES LONG.) 




do 


OO 


OO 


OO 


OO 


moon 


moose 


bosom 


croup 


rule 


whoop 


brooch 


route 


ruin 


two 


balloon 


whom 


canoe 


ruby 


sure 


raccoon 


recruit 


roost 


coop 


fool 


cocoon 

Q 


groom 


school 


boot 


loop 



114 How to Talk. 



Composition XL1. 

(Oral and Written.) 




WINTER. 

Old Winter is a sturdy one, 

And lasting stuff he's made of ; 

His flesh is firm as ironstone ; 
There's nothing lie's afraid of. 

He spreads his coat upon the heath, 
Nor yet to warm he lingers ; 

He scouts the thought of aching teeth, 
Or chilblains on his fingers. 



Compos ition. 115 



Of flowers that bloom or birds that sing 

Full little cares or knows he ; 
He hates the fire and hates the spring. 

And all that's warm and cosy. 

But when the foxes bark aloud 

On frozen lake and river ; 
When round the fire the people crowd, 

And rub their hands and shiver ; 

When frost is splitting stone and wall, 
And trees come crashing after, — 

That hates he not : he loves it all ; 
Then bursts he out in laughter. 

His home is by the north pole's strand, 
Where earth and sea are frozen ; 

His summer-house, we understand, 
In Switzerland he's chosen. 

Now from the North he's hither hied 
To show his strength and power ; 

And when he comes we stand aside, 
And look at him and cower. 

— From the German. 

Study the Composition "Winter" very thoroughly, noting 
with especial care the order of thinking, and then write the 
Composition in your own language from memory. 



116 



How to Talk. 



List for Pronunciation. X. 

Give the sound of th as heard in the word thumb. Give it 



five times. Put this sound into each of the following words : 


th 


th 


th 


th 


thumb 


thick 


thin 


youths 


death 


deaths 


truth 


truths 


breath 


breaths 


wreath 


mouth 


thrive 


throng 


thread 


fifth 


Give the sound of th as heard 


in the word these. Give it 


five times. Put this sound into each of the follov 


ring words : 


th 


th 


th 


tii 


these 


northern 


moths 


wreaths 


north-east 


beneath 


baths 


oaths 


north-west 


underneath 


cloths 


footpaths 


south-east 


breathe 


paths 


wreathe 


south-west 


clothes 


laths 


with 



List for Pronunciation. XI. 

Give the sound of § as heard in the word amuse. Give it 
five times. Put this sound into each of the following words : 



disarm disaster 

dishonest dishonor 
dissolve dishonesty 



disdain disease 

dismal disown 

dishonorable disastrous 



9 

sacrifice 



9 

suffice 



9 

discern 



9 

sacrificed 



Relations of Words. 



11.7 



Lesson XLVIII. 

Relations of Words. 

(Eead Lesson II.) 



Ann holds the 
cup. 

The girl feeds 
the hen. 

The hen sees 
.the corn. 

The hen picks 
the corn. 



What word expresses action in the first sentence? Who 
acts? Who is the actor? What word represents the 
actor ? 

What word represents the actor in the second sentence ? in 
the third ? in the fourth ? 




The boy hit the ball. 

What word in the above sentence expresses action ? Who 
acted? What word represents the actor? 



The engine draws the car. 

What word in the above sentence expresses action? What 
acts ? What word represents the actor ? 

Definition: The word in a sentence representing a 
person or thing in the relation of actor 
is called tlie subject of the Yerb ex- 
pressing the action. 



118 



How to Talk. 




Ann holds the 
cup. 

The girl feeds 
the hen. 

The hen sees 
the corn. 

The hen picks 
the corn. 

What object receives the action in the first sentence? in the 
second ? in the third ? in the fourth ? What word in each sen- 
tence represents the object that receives the action? 

Mary helps her brother. 

In the above sentence what word represents the object that 
receives the action ? 

Definition: The word in a sentence representing a 
person or thing in the relation of receiver 
of an action is ilie object of the verb 
expressing the action. 



A bird builds nests. 

What is the verb in the above sentence ? What is the subject 
of the verb ? Why ? What is the object of the verb ? Why ? 

John strikes the dog. 

In what relation is John to the verb ? In what relation is 
dog to the verb? Why? 



The woman feeds the child. The fire warms the room. 
The farmer plows the field. Mabel wrote a letter. 
The boy studies his lesson. The girl fed the rabbit. 

To what verb is each noun related ? In what relation is each noun ? 



Relations of Words. 



119 



(Read Lessons VIII., IX. and X.) 
This dog is useful. 

In the above sentence 
what word makes the 
assertion? What is as- 
serted ? What word rep- 
resents that of which 
something is asserted? 




The basket looks heavy. 
The dog appears faithful. 

What is asserted in the first sentence? in the second? 
What word in each sentence represents that of which some- 
thing is asserted? 

Definition: The word in a sentence representing- a 
person or thing of which an assertion is 
made is called the subject of the verb 
making the assertion. 



The rose smells sweet. 
The girls are happy. 
Frank rode the black horse. 
The man seems honest. 
The dog hurt the boy. 
The lamp lights the street. 

What is the verb in each sentence ? To what verb is each 
noun related? In what relation is each noun? 



120 



How to Talk. 



Lesson XLIX. 

Relations of Words {Continued). 



The industrious girl 
studies industriously. 

What is the word in- 
dustrious in the sentence 
for? To what is indus- 
trious related? What is 
the word industriously 
in the sentence for? To 
what is industriously- 
related ? 




The careful girl works care- 
fully. 

What is the word careful in 
the sentence for? the word care- 
fully? To what word in the 
sentence is each word related? 





For what is the 



The sick boy lies on 
the bed. 

What word tells the con- 
^ dition of the boy ? 

The boy looks sick. 

word sick used? To what is the word 



Relations of Words. 121 

sick related in each sentence ? In the second sentence what 
word points out the relation of sick to boy ? 




He gave you a sweet 
apple. 
The apple tastes sweet. 



What is the word sweet in the first sentence for ? in the 
second ? 

To what word in each sentence is the word sweet related? 
In the second sentence what word asserts the relation ? 



1. A beautiful lawn is in front of that large house. 

2. The lawn looks beautiful. 3. A good girl obeys. 

4. The girl looks good. 5. The lady appears sad. 

6. The man seems honest. 7. Velvet feels smooth. 

8. John studies diligently. 9. He speaks distinctly. 

10. Mary works carefully. 11. She speaks correctly. 

What is the use of the word beautiful in the first sen- 
tence ? in the second ? To what word in each sentence is the 
word beautiful related ? In the second sentence what word 
shows the relation of beautiful to lawn ? What asserts the 
relation ? 



122 



Hoiv to Talk. 



What is the use of the word good in the third sentence ? 
in the fourth? To what word in each sentence is the word 
good related ? 

What is the use of the word sad? the word honest 9 
the word smooth ? To what word is each related ? What 
asserts the relation in each sentence? 

What is the word diligently in the sentence for? the word 
distinctly? the word carefully 9 the word correctly? To 
what word is each related ? 

Write and learn : 

Some words are used to tell the kind of object or 
the condition of an object. Such words belong to 
nouns. 

Some words are used to tell how an action is per- 
formed. Such words belong to verbs. 

Definition: A word that belongs to a noun is 
an adjective. 

Definition: A -word that belongs to a verb is 
an adverb. 



Adjectives. 


Adverbs. 


Adjectives. 


Adverbs. 


slow 


slowly 


beautiful 


beautifully 


sweet 


sweetly 


bright 


brightly 


bold 


boldly 


diligent 


diligently 


soft 


softly 


careful 


carefully 


sharp 


sharply 


graceful 


gracefully 


neat 


neatly 


smooth 


smoothly 


nice 


nicely 


rapid 


rapidly 


quick 


quickly 


studious 


studiously 


quiet 


quietly 


terrible 


terribly 



Notice the spelling of each \vc 
How is each adverb made ? 



Relations of Words. 123 

Use each of the foregoing words in a sentence that is long 
enough to show that you understand the use of the word. 



The rose smells sweet. 

To what is the word sweet related? What shows the 
relation ? 

What does the sentence mean if you use sweetly in place 
of sweet? 

The moon looks beautiful. 

What is the meaning of the above sentence ? 

What does the sentence mean if you use beautifully for 
beautiful ? 

To what is the word beautiful related ? What asserts the 
relation ? 

The knife looks sharp. 

To what is the word sharp related ? What is the meaning 
if you use sharply for sharp ? 



The man looks sharp. 
The man looks sharply. 

What is the meaning of the first sentence ? of the second 
sentence ? 

To what is the word sharp related ? To what is the word 
sharply related ? 

The boy feels sick. 
He looks bad. 

The girl looks beautiful because she is dressed 
beautifully. 

To what is sick related? bad? beautiful? beautifully? 



124 How to Talk 



Mary looks well. 

What is the meaning of the above sentence ? To what is 
well related ? What shows the relation ? 

What does well mean ? What word means the opposite of 
well? 

Mary writes well. 

What does well mean ? What word means the opposite of 
well? , 

How are you ? " Nicely." 

Did you ever hear the above? What is wrong with it? 
What should the answer be ? Give the reason. 

What must you use if you wish to tell how an action is per- 
formed ? 

What must you use if you w T ish to tell the kind of object or 
the condition of an object? 

Write and learn : 

Never use a word that describes an object or that 
shows the condition of an object if you wish to tell 
how an action is performed. 

Never use a word that tells how an action is per- 
formed if you wish to describe an object or tell the 
condition of an object. 



^S<«&^^ ^' 1S * s a vei T P re tty flower. 

/ ^^^%\f^ A' 1 ^° w ^ a * * s ^ e wor( l vei T related ? 

The rose smells very sweet. 

^ : ^^^^ Tt is c l uite sma11 * 

To what is the word quite related ? 



Relations of Words. 125 

He is really a good boy. 

This is really a good apple. 
To what is the word really related in each sentence ? 
It is wrong to say, "A real good apple." 
What should it be ? Give the reason. 
" This is real stormy weather." 

What is wrong with the above sentence? What should it 
be? Give the reason. 

That is a very common error. Be very careful not to make 
the same mistake. 

Fill each blank with either an adjective or an adverb : 

1. A freight train moves 

2. An boy learned his lesson 

3. The girl obeys 

4- The squirrel is a animal. 

5. The squirrel moves 

6. A camel is an animal. 

7 . The cluch walks 

8. The boys and girls appear 



9. How that man works/ 

10. Velvet feels Plush feels 

11. Did you notice how he walked ? 

12. He speaks and 

IS. Bear mother, how the moon looks ! 

14- The sim shines 

15. These flowers smell 

16. How the bee builds her cell! 

17* Ella's bird sings for her. 

18. The apples seem , and they taste 

19. He is an honest man. 



126 



How to Talk. 




Lesson L. 

Forms of Adjectives. 

John, Jane and Mary drew 
these lines. 
John drew the longest line. 

Which line did Mary draw ? 

Frank and Anna drew 
these lines. 

Which line did Frank draw ? 

Frank drew the longer line. 

Which line did Anna draw ? 

Of the three lines, which did John draw ? Which did 
Mary draw? Of the two lines, which did Frank draw? 
Which did Anna draw? 





Here are several lines. 

Which line did James draw ? 

James drew the longest 
line. 



Which did Charles draw ? 

How many lines did you see when you said, " Frank drew 
the longer line"? How many lines did you see when you 
said, "John drew the longest line"? 

In comparing the length of an object with the length 
of another object use longer or shorter to express 
the idea. 

In comparing the length of an object with the length 
of two or more objects use longest or shortest to 
express the idea. 



Forms of Adjectives. 127 

Shall I say, "Ada has the longer or the longest of two 
rulers"? Give the reason. 

Fill each of the following blanks : 

1. Your pencil is the of the two. 

2. Of the four lines he drew the 

3. Of the two strings she has the one. 

Jf. "My kite has the cord," said William. 

When should you say longer? longest? shorter? 
shortest ? 

Of how many were you thinking when you said, " Maud's 
slate is the largest "? Of what adjective is largest a form? 

Of how many girls are you talking when you say, " Julia is 
the taller girl "? Of what adjective is taller a form? 

How many apples were in the dish when you said, " He 
took the better one"? "He took the best one"? Give the 
reasons. 

My knife has two blades. Is it correct to say, " The small 
blade is the shortest"? "The large blade is the widest"? 
Give the reasons. 

When should you say larger ? largest ? smaller ? best ? 
better? worse? worst? more? most? 

Of what adjective is each of the foregoing words a form? 





Forms of Adjectives. 




large 


larger 


largest 


small 


smaller 


smallest 


good 


better 


best 


many 


more 


most 


bad 


worse 


worst 


tall 


taller 


tallest 



Use each of the above words in a sentence that is long enough 
to show that you understand the use of the word. 



128 Mow to Talk. 



Lesson LI. 
Forms of Adverbs. 

Arthur and his cousin 
are racing. They started 
together. Why is Arthur 
ahead ? 





Here is Arthur again. 
He is trying a race with 
two girls. They started 
together. Why is Arthur 
ahead ? 

Of how many are you thinking when you say, "Arthur 
skates more rapidly than his cousin"? "Arthur skates the 
most rapidly "? 

Of how many are you talking when you say, " Maud writes 
the best "? " Maud writes better ,: ? 

Of how many are you speaking when you say, " Anna stud- 
ies the most diligently "? " more diligently "? 

Of how many are you talking when you say, " Mr. Brown 
lives the farthest from town "? 

When should you say farthest 9 farther 9 earlier faster 9 
fastest 9 more slowly? most slowly 9 When should you 
use more ? most ? 

Of what word is earlier a form ? earliest ? later ? latest ? 
faster? fastest? 

Define each of the above words. How is each made? 



Relations of Words. 129 

Lesson LI I. 

Relations of Words {Continued). 




John and James row the boat. 

In what relation is John to the verb ? 

In what relation is James to the verb? 

The word and is used to show that the words between which 
it stands are in the same relation to some other word in the 
sentence. 

They rowed the boat across the pond and up the 
stream. 

To what word in the sentence is across the pond related ? 

To what word is up the stream related ? 

The word and stands between across the pond and up 
the stream to show that they are in the same relation to 
rowed. 

What is the use of and in each of the following sentences ? 

Martha and Robert go to school. 

We sailed down the river and along the coast. 

Julia sells apples and peaches. 



130 How to Talk. 



They walked around the park and down to the river. 
He carried the basket through the room and up the 
stairs. 

Write and learn : 
Laiv : The word and is used to show that the words 
or the parts of a sentence between which it 
stands are in the same relation to some other 
word or words in the sentence. 

John, James and Frank are playing. 

What words in the above sentence have the same relation to 
other words in the sentence ? 

What is the use of the word and ? Why not place and 
between John and James? 



William sells apples, oranges, lemons, grapes, 
plums, melons and nuts. 

How many words in the above sentence have the same rela- 
tion to some other word in the sentence ? 

What is the use of and ? 

What is used instead of and in the above sentence? 

Find five sentences each containing several words having 
the same relation to some other word. 

What do you find after each ? 

Write and learn : 
Laiv: To show that several words have the same re- 
lation to some other word or words in the sen- 
tence, use a comma instead of the word and. 
except between the last two. 

A kind, good man met two rough, ragged boys. 

He gave them four large, ripe, mellow apples. 

In my work-basket I have a thimble, a pair of 



Relations of Words. 131 

scissors, two spools of thread, a ball of yarn, a nee- 
dle-book and a pin-cushion. 

The oak, the pine, the maple, the elm, the spruce, 
the chestnut and the walnut are kinds of trees. 

In my father's house are a hall, a parlor, a sitting- 
room, a library, a dining-room, two sleeping-rooms, a 
kitchen and a pantry. 

Point out the words in the above sentences that have the 
same relation to another word. 
What is the use of the comma? 

Fill each blank and use a comma or and wherever needed: 

1. A knife has a . . 

2. Grocers sell . 

3. Franh mms . 

Jf. In a fish-market near the sea-coast one may 
find 

5. The musical instruments most used are the 
the the the the 



Lesson LIII. 

Relations of Words {Continued). 

The broken slate lies on the floor. 
The torn book lies near it. 

What is the word broken in the sentence for? What is 
the word broken ? Of what word is broken a form ? What 
form is broken ? 

What is the word torn in the sentence for ? What is the 



132 How to Talk. 



word torn ? Of what verb is torn a form ? What form is 
torn? 

The complete form of the verb is used as an adjective to 

show the condition of an object. 



A frozen apple lies on the table. 

She is a forsaken child. 

We walked in the beaten path. 

She threw the broken plate over the fence. 

He put .the stolen fruit into the cellar. 

Point out the adjective in each of the above sentences; tell 
the use of each ; the verb of which each is a form ; the form 
of each. 



Lesson LIV. 

Relations of Words {Continued). 

The doll is broken. 

The doll was broken when I bought it. 

The dolls are broken. 

The dolls were broken when I bought them. 

To what word in each sentence is broken related ? 

What word in each sentence shows that broken is related 
to doll ? 

What is the word broken in the sentence for? What 
form of the verb is broken? 



The book looks torn. The books look torn. 
The book was torn when she gave it to me. 
The books have been torn for several days. 

To what word in each sentence is torn related ? 



Relations of Words. 



133 



What in each sentence asserts the relation ? What is the 
use of the word torn ? What form of the verb is torn ? 

The water in the tub seems frozen. 

The water was frozen yesterday. 

If it remains cold, the water will be frozen to-morrow. 

To what word in each sentence is frozen related ? What 
in each sentence asserts the relation? What is the use of 
frozen? What form of the verb is frozen? 

W T rite and learn : 
Law: A verb used to express a condition of the sub- 
ject asserted by a relation -word should be 
the complete form. 



Lesson LV. 

Relations of Words {Continued). 







The goat is driven by the boy. 
The goats are driven by the boy. 



134 How to Talk 



The goats have been driven by the boy. 

What word in each sentence expresses the action performed 
by the boy ? What asserts the action in each sentence ? What 
receives the action ? 

What is the word driven in the sentence for? What 
form of the verb is driven? 



The bell is rung by the man. 
The bell was rung by the man. 
The bell will be rung by the man. 

What word in each sentence expresses the action performed 
by the man? What receives the action? What in each sen- 
tence asserts the action ? 

What is the word rung in the sentence for? What 
form of the verb is rung? 



The horse was taken by the man. 
The horse was stolen by the man. 
The horse has been taken by the man. 
The horse has been stolen by the man. 
The horses were beaten by the man. 
The horses have been beaten by the man. 



The lesson is written by the girl. 

The lessons will be written by the girls. 

The" ball was thrown by Frank. 

The balls have been thrown by the boys. 

What word in each sentence expresses the action performed 
by the man ? by the girl ? by the boys ? 

What asserts the action in each sentence ? What receives 
the action ? 



Relations of Words. 135 

What is the use of the word taken? stolen? beaten? 
written? thrown? 

What form of the verb is taken? stolen? beaten? writ- 
ten? thrown? 

Write and learn : 
Laiv: A verb used to express an action received, by 
the subject and asserted by a relation word or 
words should be tlie complete form. 

Fill each blank with the correct form of a verb, and tell in 
each case whether it expresses a condition of the subject or an 
action received by the subject : 

1. The ivater in the pond is . 

2. Were the boys' feet ? 

S. The boohs were to me by the children. 

Jf. The dress is too badly to be repaired. 

5. The slates ivere by the boys. 

6. The carpet was by John's mother. 

7. The witness was . in by the judge. 

8. The boy was by a mad dog. 

9. The sled appears 

10. The dress looks 

11. The apples ivere 



12. The horses ivere last week. 

IS. The chicken was by the fox. 

lJf. Where have you the paper? 

15. The cloth will be next week. 

16. My pencil is . 7" must get another. 

17. The pencil was by the fall. 

18. The money was from the box. 

19. Very many apples have front the tree. 



136 How to Talk 



Summary of the Uses of the Complete Form 
of the Verb. 

The complete form of the verb is used : 

(a) With have, has and had to show completed action ; 

as, "You have broken the chair;" "She has torn 
her dress;" "I had read before he came." 

(b) As an adjective to show the condition of an object; 

as, " The broken dishes were thrown away ;" " The 
stolen fruit was eaten by you." 

(c) With an asserting" relation word to show a con- 

dition of the subject; as, "The plate is broken;" 
"The books are torn." 

(d) With an asserting- relation word to show that the 

subject receives the action ; as, " The window was 
broken by William ;" " The apples were eaten by 
the boys." 

Point out the complete form of the verb in each sentence 
and tell its use : 

You have written six letters since yesterday. 

The tree was torn up by its roots. 

The independent candidate was beaten. 

The girl was bitten by a mad dog. 

The stolen goods were sold yesterday. 

They found the hidden boat. 

Our fallen heroes are honored by the people. 

The train had gone before we reached the station. 

He has hidden behind the box. 

The piano is broken. 

The apples are frozen. 

Frozen apples soon decay. 



Pronunciation. 



137 



List for Pronunciation. XII. 

In pronouncing words of two or more syllables more force 
is given to one syllable than to another. This force is called 
ac'cent, and the syllable that receives the force is said to be 
accent'ed. Pronounce the following words, giving the proper 
ac'cent to each syllable : 



Nouns. 


Verbs. 


Adjectives. 


ac'cent 


accenf 




Au'gust 




august' 


cem'ent 


cement' 




contract 


contract' 






absent' 


ab'sent 


con'flict 


conflict' 




contrast 


contrasf 




con'duct 


conducf 




prod'uce 


produce' 




min'ute 




minute' 


con'vict 


convict' 




object 


object' 




es'cort 


escort' 




pre'fix 


prefix' 




re'tail 


retail' 


re'tail 


compound 


compound' 


compound 


con'cert 


concert' 




con'vert 


convert' 




per'fume 


perfume' 




sur/vey 


survey' 





Use each of the above words in a sentence that is long 
enough to show that you understand the meaning and the 
use of the word. 



138 



How to Talk. 



Lesson LVI. 

Pronouns. 




I am going to see my aunt Minnie, who lives near 
the school-house. She gave me the doll which I hold. 

The boy who is drawing the cart is my cousin Frank. 
He came after me. 

This is Frank's cart. Do you think it is pretty ? 

The robe that is before me is made of white fur. 

Who is meant by I? What is the word girl For what 
does the word I stand? Who is meant by she ? What is the 
word Minnie 9 For what does the word she stand? For 
what does the word he stand ? What is the word Frank ? 

For what does the word you stand? the word it'? the word 
who? the word which? the word that? 

For what do the words she, he, you, I, who, it, which 
and that stand? 

Write and learn : 
Definition: A -word used for a noun is a pronoun. 



The Pronoun I. 



139 




Lesson LVII. 

The Pronoun I. 

I have a lamb. 

The lamb loves 
me. 
I carry my lamb. ■' 

Who is meant by I ? ' ; 
by me ? by my ? 

In what relation is 
the pronoun I to the verb ? In what relation is the pronoun 
me to the verb? Which form is used as subject? Which 
form is used as object? What is the subjective form? 
What is the objective form? 

The lamb is my lamb. 
The lamb is mine. 

What is the use of my? of mine? What form is my? 
mine ? Which possessive form is used with the noun ? with- 
out the noun ? 

Jane and I are sisters. 
We go to school. 
Mother sent us. 

Who are meant by we? 
How many are meant by we ? 
What form is it? In what re- 
lation is we to the verb ? What 
form is it? What is the cor- 
responding singular form '? 
How many does us mean? In what relation is us to the 
verb? What form is it? What is the corresponding singular 
form ? What form is I ? we ? me ? us ? 




140 



How to Talk. 



These books are our books. 
These books are ours. 

What is the use of our? of ours? What form is our? 
ours? AVhich form is used with the noun? without the 
noun? 

Write and learn : 

Possessive Forms. 

my mine 
piwai: we us our ours 



Subjective Form. 
Singular: 1 



Objective Form. 

me 



Law: The subjective form of the pronoun I is always 
a capital letter. 

The forms of nouns are not changed to show their relation 
to the verb. 

The forms of pronouns are changed to show their relation to 
the verb. 

There is no such word as ourn. 




The Pronoun Yo 



141 



Lesson LVIII. 

The Pronoun You. 

You are a pretty doll. 

I will put you in this chair, 
and you may sit here half an 
hour. 

You must obey me. I dress 
you every morning. 

You are my doll, and this 
is your chair. 

Who is meant by you ? by your ? In what relation is the 
pronoun you to the verb ? 

Notice that the pronoun you has the same form as object 
that it has as subject. 

In the foregoing sentences, is the pronoun you used with a 
singular or a plural form of the verb ? 

The pronoun you as subject is always used with a plural verb. 




This chair is your chair. 
This chair is yours. 

What is the use of your ? of yours ? What form is your ? 
yours? Which form is used with the noun? without the noun ? 





Write and learn : 




Subjective Form. 


Objective Form. 


Possessive Forms. 


you 


you 


your yours 



Write ten sentences suggested by the picture on page 140, 
using the forms of the pronoun you. 

There is no such word as yourn. 



142 



How to Talk, 



Lesson LIX. 

The Pronoun She. 




m^^fi:^ 



Ruth has a rabbit. 
She feeds the rabbit. 
The rabbit knows her. 

Who is meant by she ? by her ? In what relation is she 
to the verb? In what relation is her to the verb? "Which 
form is used as subject? as object? What is the subjective 
form? the objective form? 



This rabbit is her rabbit. 
This rabbit is hers. 

What is the use of hor° of hers? What form is her? 
hers? Why? Which form is used with the noun? without 
the noun? 

Notice that two of the forms of the pronoun she are alike. 
Which are they ? 



The Pr 



She. 



143 




They feed the chickens. 
The chickens see them. 
Their chickens are tame. 

"W ho are meant by they ? What is the corresponding sin- 
gular form ? Who are meant by them ? What is the cor- 
responding singular form ? In what relation is each pronoun 
to the verb? Which form is used as subject? as object? 



The chickens are their chickens. 
The chickens are theirs. 

Who are meant by their? by theirs 9 What form is their? 
theirs ? Why ? Which form is used with the noun ? without 
the noun ? 

Write and learn : 

Subjective Form. Objective Form. Possessive Forms. 

singular: she her her hers 

piurai: they them their theirs 

There are no such words as hern and theirn. 



144 



How to Talk. 



Lesson LX. 

The Pronoun He. 

This dog belongs to Miles. 
He feeds the dog. 
Miles's dog loves him. 
He pets his dog. 

Who is meant by he ? by him? by his? 
In what relation is he to the verb ? In what relation is him 
to the verb ? What is the subjective form? the objective form? 




The dog is his dog. 
The dog is his. 

What is the use of his ? What form is his ? Why ? 

Notice that the possessive singular forms of the pronoun he 
are alike. 

The plural forms of the pronoun he are the same as the plural 
forms of the pronoun she. 



Write and learn : 

Subjective Form. Objective Form. 
Singular: he him 

piurni: they them 



Possessive Forms. 

his his 

their theirs 



There is no such word as hisn. 

Write ten sentences suggested by the picture on page 133, 
using the forms of the pronoun he. 



The Pronoun It. 



145 




Lesson LXI. 

The Pronoun It. 

What has Grace in her 
hat? 
It is an egg. 
She found it. 
Its shell is white. 

What is meant by it ? by its ? 

In what relation is it to the 
verb in the second sentence? in 
the third? 

Notice that the pronoun it has 
the same form as object that it 
has as subject. 

Its shell is white. 

What is the use of its ? What form is its ? 

The possessive form of the pronoun it is never used without 
the noun. 

The plural forms of the pronoun it are the same as the plu- 
ral forms of the pronouns she and he. What are they ? 

Write and learn : 

Subjective Form. Objective Form. Possessive Forms. 

Singular: it it its 

plural: they them their theirs 

Never use the apostrophe in writing the possessive form of 
a pronoun. 

Write ten sentences suggested by the picture on page 121, 
using the forms of the pronoun it. 
10 



146 



How to Talk. 




Tell the story suggested by this picture, using the forms of 
the pronoun he. 




Write ten sentences suggested 
by this picture, using the forms 
of the pronoun you. 




Write the story 

suggested by this 

picture, using the 

forms of the pro- 
noun she. 




Tell a story 
ted by this 

picture, using the 
forms of the pro- 
noun it. 



The Pronoun Who. 



147 



Lesson LXII. 

The Pronoun Wlio* 



Who reads? Who teaches? 

Whom does she teach ? 

The boy who is reading, 
goes to school. 

The boy whom you see in 
this picture is Charles. 

The boy whose book was 
torn could not read his lesson. 

Whose book has he ? 



Who is meant by who ? whom ? whose ? 

Of what pronoun is whom a form ? Of what pronoun is 
whose a form? 

In what relation is who to the verb in the first sentence ? 
in the second ? in the fourth ? 

In what relation is whom to the verb in the third sentence ? 
in the fifth? 

Which form is used as subject? as object? 

In the foregoing sentences, how many does who represent? 
How many does whom represent ? 




Whose book is it ? 

Whose is it ? 

I do not know the boy whose book you have. 

I do not know whose it is. 

What is the use of whose ? What form is whose ? 
Notice that the possessive forms of the pronoun who are alike. 



148 



How to Talk. 




Who recite ' 

Whom does she teach ? : 

The children who are reciting are attentive. 

The boys and girls whom you see in this picture 
are happy. 

The three little girls whose mother is sick did not 
come to school to-day. 

In what relation is each pronoun to the verb ? 

Notice that the singular and plural forms of who are alike. 

Write and learn : 



Subjective Form. Objective Form. 
Singular: wllO wllOlll 

Plural: WllO whom 



Possessive Forms. 

whose whose 
whose whose 



Write ten sentences sug- 
gested by this picture, using 
the forms of the pronoun 
who. 




The Pronouns That and Which. 



149 



Lesson LXIII. 

The Pronouns That and Which. 

The girl that is patting 
the lamb is Elsie. 

This is the lamb that 
was given to her last 
May. 

The ribbon which she 
bought for its neck is lost. 




Write and learn : 

Subjective Form. Objective Form. 

Singular: that that 

piurai: that that 



Singular: which 

Plural: which 



which 
which 



Possessive Form. 

whose 

whose 

whose 
whose 



The forms of the pronoun who are used to represent 
persons. 

The forms of the pronoun that are used to represent 
persons or things. 

The forms of the pronoun which are used to repre- 
resent things. 

Never use the forms of the pronoun who to repre- 
sent things. 

Never use the forms of the pronoun which to repre- 
sent persons. 



150 



How to Talk. 




Fill each blank with a pronoun : 

1. These are the boys we saw last winter 

with a sled. {See page Jj,l.) 

2. What is the name of the boy sled was 

broken? 

3. That is the boy in this picture is point- 
ing with his right hand. 

4- What is the name of the boy had a sled ? 

5. That is the boy hands are behind hi in. 

6. What is the name of the sled this boy had ? 

7. A boy is hind to his mates as Frank was 

to Harry will have friends. 




8. This is the sled 



Harry lost. )'<>n can see 
how careless he was. 

9. A boy is careless 

soon loses everything 

is given to hi m. 



delations of Words. 



151 



Lesson LXIV. 

Relations of Words (Continued). 




Wayne and I ride the horses. 

In what relation is I to the verb? In what relation is 
Wayne to the verb? What form is each? What is the 
use of and? 

The word and is used to show that the words or parts of a 
sentence between which it stands are in the same relation to 
some other word in the sentence. 

You would not say, " Me rides the horse." Then do not 
say, "Wayne and me ride the horses." Give the reason. 



The horses carry Wayne and nie. 

In what relation is Wayne to the verb ? In what relation 
is me to the verb ? What form is eacli ? 

You would not say, " The horse carries I." Then do not 
say, " The horses carry Wayne and I." Give the reason. 



152 How to Talk. 



As you would present a glass of water to your friend before 
taking it yourself, or as you would allow a companion to pass 
through a door before rather than after you for the sake of 
politeness, so you should use a pronoun referring to the one 
with whom you talk before the pronoun referring to yourself. 

You should say, " You and I are going," and not " I and 
you are going." Give the reason. 

You should say, " The boy told you and me ;" not " me and 
you." Give the reason. 

To be polite, you should use a pronoun referring to the one 
with whom you speak before the noun or the pronoun referring 
to those of whom you speak. 

You should say, "You, Mabel, and I are going;" and not 
" Mabel, you and I are going." Give the reason. 

You should say, "Mother loves you, Henry, and me;" not 
" Mother loves, Henry, you and me." Give the reason. 

Fill each blank with a pronoun : 

1. Grace and stand by the chair. 

°Z. Miss Gray told Grace and to stand here. 

3. and were whispering. 

Jf. loves and . 

5. and love 

6. and met a, lady. 

7. A lady met and 

8. and passed the lady. 

9. The lady passed and 

10. He asked and to study. 

11. The girl you met is my sister. 

12. The boy arm was broken is very ill. 

13. The bird you gave me is dead. 

What is the use of the word and in the first ten sentences? 
Tell the form of each pronoun you have used, and state why 
t should be that form. 



Relation Words. 



153 



Lesson LXV. 

Relation Words. 




The boys stand behind the fence. 

The boys stand near the fox. 

They are looking at the fox. 

The fox sits on the box. 

The fox is chained to the box. 

The chain is fastened around the fox's neck. 

What word tells where the boys stand, in reference to the 
fence? What word shows the relation of stand to fence? 
What is the word behind in the sentence for? 

What word tells where the boys stand, in reference to the 
fox? What word shows the relation of stand to fox? What 
is the word near in the sentence for ? 

What word shows the relation of are looking" to fox? 
What is the use of at? 

What word shows the relation of sits to box? What is 
the word on in the sentence for? 

What word shows the relation of is chained to box? 
What is the use of to ? 

What word shows the relation of is fastened to neck? 
What is the word around in the sentence for? 



154 



How to Talk. 



The nest hangs on the 
branch. 

The nest between the birds ^ 
belongs to them. <QJ 




One bird flies past the nest. 
The other bird looks at the nest. 

What is the use of on in the first sentence ? 

What word shows the relation of nest to birds What is 
between in the sentence for ? 

What word shows where the bird flies, in reference to the 
nest? What word shows the relation of flies to nest 9 What 
is the word past in the sentence for ? 

What is the use of at in the fourth sentence? 

Write and learn : 
Definition: A word used to show relation is 
a relation word. 



The chair before the table is broken. 
The chair beside the table is broken. 
The chair by the table is broken. 
The picture hangs above the sofa. 
The water flows through a spout. 
The water flows into the tub. 



Relation Words. 



155 



Point out the relation words in the foregoing sentences. Tell 
what relation each shows. ____-=^. ^^gms 

What is a relation word? ~^zlz^ 




These rabbits be- 
long to me. 

They were bought 
for me. 



What is to in the sentence for? What form is me ? Why? 
For what purpose is for in the sentence ? What form is me ? 
Why? 




These dolls were bought for her. 
The dolls belong to her. 

o 

This ship was given to him. 

The ship was made for him. 
Anna plays- with him. 
Frank plays' with her. 

Point out the relation word in each of the foregoing sen- 
tences. What relation does each show? 

What form of the pronoun is used after the relation word ? 



156 


How 


to 


Talk 






Relation Words. 




above 


behind 




by 


on 


around 


below 




for 


past 


at 


beside 




into 


with 


before 


between 




near 


through 


Use each of the above ] 


'el at 


ion words in a 


sentence. 



List for Pronunciation. XIII. 

Give the sound of i as heard in the word pin. Give it five 
times. Put this sound into each of the following words : 



1 
direct 


1 
imitate 


l 
divulge 


l 

diploma 


piazza 

finance 

diminish 


pianist 

dilute 

divorce 


piano 
digest 
divisor 


digestion 
direction 

dividend 



List for Pronunciation. XIV. 

In the following words x has the sound of ks as heard in 
the word tax : 



X 


X 


X 


X 


tax 


excel 


excuse 


exclamation 


wax 


expel 


express 


exhibition 


expect 


except 


excite 


expression 



In the following words x has the sound of gz as beard in 
the word example : 



x 


S 


£ 


X 


example 


exist 


exact 


exertion 


examine 


exalt 


exert 


exaggerate 


exactly 


exhale 


exhibit 


examination 



Relations of Words. 



157 



Lesson LXVL 

Relations of Words {Continued). 




John stands near Lee 
and me. 

To what is the word Lee 
related? To what is the 
word me related ? What 
form is me? Why? What 
is the word and in the sen- 
tence for ? 

Would you say, " John stands near I "? Then < 
" John stands near Lee and I." Give the reason. 



not say, 



The table before Nettie and me is new. 

Would you say, " The table before I"? Then do not say 
1 The table before Nettie and I." Give the reason. 



Fill each blank with a pronoun : 

1. Father bought a booh for and 

gave the book to and . John and 



can read the booh. 
He and 



The booh belongs to 
lihe the booh. 



Be 



and 



2. The apple ivas divided between and 

To did give the apple ? did he give 

it to? did he buy it for? 



158 



How to Talk. 



3. I played with and 

Jf. This chair is between 

5. The booh lies near 

6. will he send? 

7. For will he go? 

8. did he hurt? 

9. He will ask and 



and 



and 



many questions. 



10. 



and 



are going to New York. 




fez 

One day last week Ward and ■ ^ 

. went to the brook to catch 

fish. carried the pole 

and carried the bait. 

The boy . you sec sitting 

on the root of the tree is Ward. Soon saw 

an eel swimming in the water. hail no hook, 

so thought could <■< it eh tl/c ecl with my 

hands before could put the bait on hook. 

am the boy is iu the water. 




Ilelaiions of Words. 



159 



Lesson LXVII. 

delations of Words (Continued). 
: Who is he ? fi}M0tt 

(He is John.) 

John is he. 

Who is meant by he in the first sen- 
tence ? by -who ? What form is who ? 
What form is he ? What is the subject 
of the sentence ? To what word is he 
related ? What word asserts that he is 
related to who ? 

In the second sentence to what is the word John related? 
To what is the pronoun he related in the third sentence? 

What word in each sentence asserts the relation ? 




Who is she ? 

(She is Mary.) 

Mary is she. 

In the first sentence who 
is meant by she ? by who ? 
What form is each pronoun? 
In what relation is who to 
the verb? 

To what word is she re- 
lated ? What asserts the rela- 
tion ? To what is the word 
Mary related in the second 
sentence? To what is she related in the third sentence? 
What in each sentence asserts the relation ? 




160 



TIoiv to Talk. 




*ri&s 



Who is playing ? 

(/ am playing.) 

It is I. 

Who is meant by it in the 
third sentence? by I? What 
form is each pronoun? To what 
is the word I related ? What as- 
serts the relation? 




1. Who are playing? 

{We arc jtlaying.) 

2. It is we. 

3. It is they. 

4. It is John and I. 

5. It is she and he. 

In the second sentence who are meant by the pronoun it? 
by we ? To what is the pronoun we related ? What 
the relation ? 



Relations of Words. 



161 



In the third sentence who are meant by the pronoun it? 
by they? To what is they related? What asserts the 
relation ? 

Point out the relation words in the fourth and fifth sentences. 

"What relation does each assert ? 

What form is each pronoun ? 

Write and learn : 
Law: Use the same form after the asserting rela- 
tion word as is found before it -when the two 
■words mean the same person or thing. 



She told John to go. 

What is the word go ? Who 
is to perform the act expressed 
by the word go? What is the 
subject of to go? 

She told him to go. 

Who is to perform the act 
expressed by the verb go? 
What is the subject of to go ? 

What form is him ? 

Him to go is the object of 
told; him is the subject of 
to go. 

They asked him to stay. 

They told her to go. 

The teacher told them to come. 

What is the subject of to stay? to go? to come? 
The subject of a verb with to before it must be the objective 
form. 

ll 




162 



How to Talk. 




He asked me 
to ride. 

What is the ob- 
ject of asked ? 
What is the Bub- 
jeet of to ride° 
What form is me? 
Why? 



We invited them to stay. 

What is the object of invited? What is the subject of to 
stay ? What form is them ? Why ? 



He commanded her to do the work. 

What is the object of commanded? What is the subject 
of to do the work ? What form is her ° Why? 



I took it to be him. 

What is the object of took ? What 
is the subject of to be him? What 
form is it? Why? 

Who is meant by him? To what 
word is him related What asserts 
the relation? What form is him 
Give the reason. 





You believed it to be her. 

What is the subject of to be her 

What form is it? Who is meant by 

her? To what word is her related? 

^SJP 1 What asserts the relation? What form 

V is her? Why? 



Relations of Words. 163 

She knew it to be them. 

What is the object of knew ? What is the subject of to be 
them ? What form is it ? Why ? 

Who are meant by them? To what word is them related? 
What asserts the relation ? What form is them ? Why ? 

Law: "When the two words mean the same person or 
thing, the same form is used after the assert- 
ing relation word as before it. 

Fill each blank with a pronoun : 

1. Who whispered ? It was and 

2. Who knocked,? girls. It was 

3. Who does it? It is 

Jj,. Who are going ? and are going. 

o. It is ivho sees you. 

6. It was who brought the flowers. 

7. It is is glad. 

8. It must have been 

9. I took it to be 

10. You asked to stay. 

11. I believe to be honest. 

12. I cannot believe it to be __. 

13. Is it ? No; it is 



lJj.. do you think it is? 

15. I thought it to be 

16. I thought it was 

17. and must finish the work. 

18. will he promote? 

19. do you think it is? 

20. The girl you sent is my cousin. 

21. He does not know to send. 

22. I do not know you mean. 

23. It is not ivho are to blame. 

2Jf> The trouble is between and 



Tell the form of the pronoun used in each of the foregoing 
blanks, and give the reason in each case. 



164 How to Talk. 



Lesson LXVIII. 

Relations of Words (Continued). 




Eacli pupil lias a 
book. 

Each of these pupils 
baa a book. 



How many does the 
expression each pupil 
mean? 
In the second sentence how many 
does each mean ? Does the verb re- 
late to each or to pupils? With what should the verb 
agree ? Then do 
Give the reason. 



Every pupil owns a book. 

Every one of these pupils owns a book. 

How many does the expression every pupil mean ? 
Is the expression every one singular or plural? 
What mistake is sometimes made in the second sentence? 
Can you tell what causes the mistake? 

Every one means all taken one at a time. 



Every book, every slate, every box and every pen- 
cil on this table belongs to you. 

Each book, each slate, each box and each pencil 
belongs to him. 

What mistakes are sometimes made in sentences like the 
above ? 

What form should the verb be? Why? With what must 
the verb agree ? 



Retations of Words. 



165 




Neither horse is mine. 

Neither of these horses is mine. 

Either horse is ready to go. 

Either of these horses is ready to go. 

To what in each sentence is the verb related ? 

The expression neither horse means how many ? 

In some of the foregoing sentences, if you are not careful, 
you will use verbs in the plural form instead of in the singu- 
lar form. Why is it wrong to use a verb in the plural form ? 
What causes one to make the mistake ? With what must the 
verb agree ? 

You, but not I, are to blame". 
She, but not you, is to blame. 
Not you, but I am the one who did it. 

What stands in the relation of subject in the first sentence? 
in the second ? in the third ? 

With what in each sentence must the verb agree ? 

If one is not careful, what mistake will he make in each 
sentence? Give the reason. 



166 



How to Talk. 



Write and learn : 
Law: A verb must have the forni of the noun or 
pronoun to which it is related. 







Jane and Laura are going home. 

Laura and her sister were at school. 

Jane and I are friends. 

Laura, Jane and I go to Boston next Tuesday. 

In what relation are Jane and Laura to the verb ? 

What, is the subject of the verb in the first sentence? in the 
second ? in the third ? in the fourth ? 

To how many nouns or pronouns in each sentence has the 
verb the same relation? What form is each verb? 



Write and learn : 
Latv : A verb having the same relation to two or more 
nouns or pronouns used as a single subject must 
be the plural form. 



Relations of Words. 167 

Fill each blank with a verb : 

1. Each of the pupils the same lesson. 

2. Either one of the schools good. 

3. The cat and the dog near the barn. 

Jf. Either one of them pretty. Neither one 

of them pretty. 

5. the boy and the girl late ? 

6. Every booh and every hnife yours. 

7. Each man, each woman and each child . 

8. She, but not I zuriting. 

9. Not she, but I,_ ivriting. 

10. The cow, the sheep and the goat rumi- 
nants. Each an animal. 

11. The horses, but not the carriage, injured. 

12. The carriage, but not the horses, injured. 

13. The large black horse and the small red cow 
in the pasture. 

lJf' Not the boys, but she , going. 



Lesson LXIX. 

^Relations of Words {Continued'). 

Each one thinks he can lift the stone. 
Every one thinks he can do the work. 

Who is meant by each one ? Who is meant by he ? 

To what does the pronoun he relate ? For how many does 
each one stand? 

Should the pronoun that relates to each one be singular or 
plural ? What is the pronoun he related to in the second sen- 
tence ? 



168 How to Talk. 



Should the pronoun ih.it relates to every one be singular 

or plural ? Why ? 

No one knows what he can do until he tries. 
Every one knows what lie can do after he has tried. 

What form is no one ? In the first sentence who is meant 
by he? How many does the pronoun he represent? What 
pronoun is often used instead of he in sentences like the 
above? Is it wrong to use the plural form in the first sen- 
tence? Give the reason. 

What form is every one ? What form should the pronoun 
be that relates to every one? Suppose the pronoun they be 
used instead of he, would the sentence be right? Give the 
reason. 

This is a very common mistake. Be careful not to make it. 



Lesson LXX. 

Relations of Words {Continued). 
Each girl has her arms folded. 

Who is meant by her? How many does her represent? 
To what does the pronoun her relate? What pronoun is fre- 
quently used instead of her in sentences like the above? Is 
it right? Give the reason. 



Every girl has her arms folded. 

Why is it wrong to use their in the above sentence in place 
of her? 

All have their arms folded. 



Relations of Words. 



169 



Who are meant by all? by their? What form is their? 
Is the word their used correctly in this sentence ? Give the 
reason. 

The lady told each, boy to hold his book in his left 
hand. 
Each boy holds his book in his left hand. 
Every boy holds his book in his left hand. 

Who is meant by the pronoun his ? To what is his related? 
How many does his mean 9 What is the corresponding plural 
form? Is it right to use the plural form in these sentences? 
Give the reason. 




The boys and girls in this class are prompt. 
Each pupil raises his right hand. 
Every one raises his right hand. 
No one raises his left hand. 



170 How to Talk. 

To what in each sentence does the pronoun his relate? 
Should the singular or the plural form of the pronoun be 
used? Give the reason. 

The forms of the pronoun he are used to relate to one, 
each, any one, no one or every one, if the word stands 
for either a male or a female. 

Write and learn : 
Law: A pronoun relating to a word representing a 
single person or thing must be the singular 
form. 

Fill each blank with a pronoun : 

1. Every one attends to own business. 

2. Each pupil knows how to do work. 

3. No one knows what the future has in store 
for _. No one can tell 

4- Every one looks out for . 

5. Each one must be the judge of own 

feelings. No one can judge for _ 

6. I wish every one would do work as well 

as can. 

7. Whenever this rude boy or girl nircts any 
one, shouts at 

8. All the pupils in this class must learn 

lessons. No one should neglect work. 

9. No one knows what will happen to . 

10. No one knows what will become of . 

11. Every one should strive to do the best 

can. All must do best work. 

12. He does not know what can do until 
. tries. If one tries, _ will know. 

IS. Who has lesson prepared? 



Relations of Words. 171 

Lesson LXXI. 

Relations of Words (Continued). 

He jumps farther than I jump. 
He jumps farther than I. 

What is the comparison made in each sentence? 

Than is a relation word showing comparison. 

What form is the pronoun he ? What form is the pronoun 
I in the first sentence ? In what relation is each to its verb ? 
Is there any difference in meaning between the two sentences? 
What is the difference between the two sentences ? Do you 
think one is better than the other? Why? After what is the 
pronoun I used in the second sentence? 

Write and learn : 
Law: A pronoun used alone after a relation word 
showing comparison, stands for a sentence. 

In the second sentence what pronoun stands for a sentence ? 
What form is the pronoun with which it is compared? 



He is taller than she is. 
He is taller than she. 
She is shorter than he is. 
She is shorter than he. 

What is the difference between the first and the second sen- 
tences ? 

What does the pronoun she represent in the second sen- 
tence ? After what relation word is it used ? What form is 
the pronoun with which it is compared? 

In the fourth sentence w r hat does the pronoun he repre- 
sent? What form is the pronoun he? What form is the 
pronoun with which it is compared? 



172 



How to Talk. 




He gave her more than 

He gave her more than me. 

He gave her more than he gave him. 

He gave her more than him. 

What is the difference between the first and the second sen- 
tences ? 

In the second sentence what does the pronoun me repre- 
sent? What form is the jironoun me? What form is tfre 
word with which it is compared ? 

What form is the pronoun him ? What form is the word 
with which it is compared? 

Write and learn : 
Lata: A pronoun that stands for a sentence after a 
relation -word showing comparison must be of 
the same form as the word with which it 
is compared. 

Would you say, " He jumps farther than me "? Why ? 
Is it right to say, " He gave her more than I "? Why? 



She is as strong as lie is. 
She is as strong as be. 



Summary of the Uses of Pronouns. 173 

What shows the comparison in each of the foregoing sentences ? 
"Why is the subjective form he used in the second sentence? 

I gave him as much as I gave her. 
I gave him as much as her.. 
She gave him as much as me. 

What shows the comparison in each of the above sentences? 

In the second sentence what does the pronoun her repre- 
sent? What form is the pronoun her? What form is the 
pronoun with which it is compared? 

Fill each blank with a pronoun : 

1. She is taller than 

2. He is younger than 



3 . She can write as well as 

4- He told her more than 

5. She lifts as much as 



6. He helped me as much as 

Let each pupil compare himself with the boys or girls rep- 
resented on pages 55, 63, 66, 94 and 120. 



Summary of the Uses of Pronouns. 

The pronoun is used : 

(a) As a subject. When so used it must be the sub- 
jective form; as, " They study;" "He works;" 
" She and I went to the concert." 

(b~) As an object. When so used it must be the ob- 
jective form; as, "He saw me;" "John sent 
them ;" " The lady loves you and me." 

(c) As an adjective. When so used it must be the 
possessive form ; as, " His book lies on the 
desk;" "The boys study their lessons;" "The 
boy whose arm was broken died last night." 



174 



How to Talk. 



(d) After a relation word showing place, direction or 

ownership, etc. When so used it must be in the 
objective form ; as, "He went with me; "The 
book lies before me ;" " The horse belongs to me." 

(e) After a relation word asserting something of the sub- 

ject. When so used it must be of the same form 
as the subject; as, "It is I;" "I am he;" "It was 
they ;" " I believe it to be him." 
(/) After a relation word showing comparison. When so 
used it must be of the same form as the noun 
or pronoun with which it is compared; as, 
" She is happier than he ;" " He is as good as she;" 
" He gave her as much as me." 



Lesson LXXII. 

Contracted Forms. 




The boy's hat is in 
the well. 

He doesn't know how 
to get it. 

Why doesn't he call 
his father? 

Of what words is the word 
doesn't made ? What letter 
is omitted? What is there to 



take the place of the letter that is omitted. 



Now his father comes. 
They don't need the bucket. 
They will get it now. 



Contracted Forms. 175 

Of what words is the word don't made ? What letter is 
omitted? What is the use of the apostrophe? 

What form is doesn't? W T hat form is don't? Which 
form is used with a plural subject? with a singular subject? 

Don't, unless it is used with I, is plural, and must be used 
with a plural subject. 

Would you say, " James do not know how to saddle a horse " ? 
Then do not say, " James don't know how to saddle a horse." 
Give the correct expression. 



isn't 


= is not 


ma'am 


= madam 


o'clock 


= of the clock 


'tis 


= it is 


'twas 


= it was 


wasn't 


= was not 


weren't 


= were not 


won't 


= will not 



aren't = are not 

can't = cannot 

doesn't = does not 

don't = do not 

hasn't = has not 

haven't = have not 

I'd = I would 

I'll = I will 

I'm = I am wouldn't = would not 

How is each of the above shortened forms made ? What is 
the use of the apostrophe ? 

Write and learn : 
Definition: A -word made of one or more words by 
omitting one or more letters is a con- 
tracted form. 

Law: The apostrophe is used to show that one or 
more letters are omitted. 

Use each of the foregoing contracted forms in a sentence. 
There are no such words as ain't, hain't, wa'n't and 
das'n't. 



176 How to Talk. 



Fill each blank with a contracted form : 

1. The girl writing. 

2. The boys writing. 

3. Why she write? She any pencil. 

4- Why the boys write? 

5. They any pencils. 

6. Unless they write, they learn. 

7. Why Frank skate? He any skatrs. 

8. Why he buy a pair of skates? 

0. his father buy him a pair of skates? 



Lesson LXXIII. 

Say What You Mean. 

Mary, what do you think about it ? 
It isnt right, I dorit think. 
What is it you think ? 
I think it isnt right. 

You told me a moment ago that that is what you don't think. 
What have you used in the sentence that is wrong? What 
does the sentence mean ? What should you say ? 

"/ think it isnt right." 

John, where is your book? 

/ haven t no book. 

What does " I haven't no book " mean ? 

What should you say ? 

What is the meaning of no? of not? v{ nothing of never? 

These words are negatives. 



Relations of Words. 



177 



Write and learn : 
Laiv: Never use two negative words to express a 
negation or a denial. 



Fill each blank : 

1. He is sick. He will be 

2. She do , or she does . 

S. He want to eat. 

Jj,. You meet 

5. She met one. 

6. He , give me 



better. 



one this morning. 



booh. I have 



my hands. 

7. You will 

8. He said _ 



be 



taller. 



about it to 



Lesson LXXIV. 

Relations of Words {Continued). 



Ella is either four 
or five years old. 
She can neither 
read nor write. 

Neither the slate 
nor the pencil is 
hers. 

She drew either 
the bird or the fish 
yesterday. Now 
she will draw either 
a dog or a cat. 

12 




178 



How to Talk. 



Is the word nor used with either or with neither'.' With 
what is or used? If you are not careful, you will use or with 
neither. Why is it wrong? 

Write and learn : 
Laws: With neither use nor. 
With either use or. 

Fill each blank with or or nor : 

1. Neither Ella Paul is going. 

2. Either you he is wrong. 

S. Neither the boys the girls do the work. 

Jf. You told either the boy the girl to go. 

Write ten sentences suggested by the pictures on pages L29 
and 144, using either and or or neither and nor in each. 



Lesson LXXV. 

Relations of Words (Continued). 




Miss Clarke is teaching these boys and girls to read. 

She tells them to read as she reads. 
They read as she readp. 
They do as she does. 



Relations of Words. 179 

In the second sentence what is the likeness expressed? What 
expresses the likeness? What is the use of the word as ? What 
is the likeness expressed in the third sentence ? in the fourth ? 
What is the word as in each sentence for ? 

Notice that a sentence is used after as each time. 



0, I see my squirrel lias teeth like the rat's teeth. 
Has the cat teeth like the rat's teeth ? No ; here 

is the eat. You see her teeth are not like the- rat's. 
Her teeth are like the dog's. 

What animals besides the squirrel have teeth like 
the rat's teeth? 

In the first sentence what is the likeness expressed ? What 
shows the relation in the sentence ? 

Do you find a sentence after like ? What is the likeness 
expressed in the second sentence? in the fourth? in the fifth? 
in the sixth ? 

What relation does like show in each of the foregoing sen- 
tences ? Do you find a sentence after like ? 

Write and learn : 
Laws: Use like to show relation between words that 
express a likeness. 

Use as to show relation between sentences 
that express a likeness. 

Fill each blank : 

1. How much this boy looks / 



He is 



3. He does He acts 

Jf. He sings 

5. The swan's feet are 



Write ten sentences suggested by the pictures on pages 150 
and 158, using like and as. 



180 



How to Talk 



Composition XLII. 

(Comparison.) (Oral and Written.) 




A BIRD 



AND 



A FISH 



The body of a bird is somewhat boat-shaped, and 
is covered with feathers. The body of a fish is long 
and tapering, and is covered with scales. 

A bird has two wings for flying, and two legs 
and feet for walking or swimming. Instead of 
wings, legs and feet, a fish has fins for swimming. 

The head of a bird is small and round ; it is sit- 
uated above the body, and is joined to it by the 
neck. The head of a fish is large and flat ; it is sit- 
uated on a level with the body, and is direct/// joined 
to it. The mouth of a bird is prolonged into a hard 
beak or bill, and is without teeth. The mouth of a 
fish is large and furnished with teeth, 

A bird breathes by means of lungs, and lives in 
the air. It can move about on the land or in tlir 
water. A fish breathes by means of gills, and lives 
in the water. It cannot live out of the water. 



Composition. 



181 



Notice the order of thought in the foregoing composition, 
and notice the paragraphing. 

Notice also the following outline of thought, and in connec- 
tion with it study carefully the pictures, or, if possible, study 
the animals. 

Write a composition on the same subject. 

Outline. 

Body, shape and covering. 
Limbs or means of moving about. 
Shape and position of the head. 
Kind and shape of mouth-part. 
How each breathes. 
Where each lives. 



Composition XLIII. 

(Comparison.) (Oral and Written.) 




A BIRD 



A SQUIRREL. 



Body, shape and covering. 
Limbs or means of moving about. 
Shape and position of the head. 



182 



How to Talk. 



Kind and shape of mouth-part. 
How each breathes. 
Where each lives. 

Study the pictures carefully; study the outline. Write a 
composition comparing "A Bird and a Squirrel." 



Composition XL1V. 

(Comparison.) (Oral and Written.) 




A SQUIRREL 



A FISH. 



Outline, 



Body, shape and covering. 
Limbs or means of moving about. 
Shape and position of the head. 
Kind and shape of mouth-part. 
How each breathes. 
Where each lives. 

Study the pictures carefully; study the outline. Write a 
composition comparing "A Squirrel and a Fish." 



Composition. 



183 



Composition XLV. 

(Comparison.) (Oeal and Written.) 




AND 



A HAWK. 



Boat-shaped body ; soft, 
oily feathers ; wings of 
medium size ; short tail ; 
short legs, placed far 
back and far apart ; front 
toes united by a web ; 
hind toe short and ele- 
vated. 

Short, slender neck ; nar- 
row head ; broad, flat bill. 

Eats grass and grain, 
and small animals which 
it obtains in the mud 
and water ; swims ; dives ; 
lays eggs. 



' Stout body ; feathers not oily ; 
wings strong, long and broad ; 
broad tail ; short, strong legs, 
placed near the centre of the 
body-; front toes not united by 
a web ; hind toe long and on a 
level with the front toes; strong, 
hooked claws. 

Short, thick neck; large, flat 
head ; strong, thick, hooked bill. 
Eats rats, rabbits and other 
small animals, which it seizes 
with its claws and tears with its 
bill ; does not frequent the water ; 
lays eggs. 



Write a composition comparing "A Duck and a Hawk.' 



184 



How to Talk. 



Composition XL VI. 

(Comparison.) (Oral and Written.) 




A DUCK A] 

Boat-shaped body ; soft, oily 
feathers ; wings of medium 
-size ; short tail ; short legs, 
placed far back and far apart ; 
front toes united by a web ; 
hind toe short and elevated. 

Short, slender neck ; nar- 
row head ; broad, flat bill. 

Eats grass and grain, and 
small animals which it obtains 
in the mud and water ; swims ; 
dives ; lays eggs. 



D A GULL. 

Body small and light ; soft, 
oily feathers ; wings long and 
pointed ; long tail ; legs short, 
and placed near the centre of 
the body ; front toes united by 
a web ; hind toe short and ele- 
vated. 

Short, slender neck ; small 
head; narrow, straight bill, 
slightly curved at the tip. 

Eats animal food ; swims ; 
is not a good diver; lay 



Write a composition comparing "A Duck and a Gall.' 



Composition. 



185 



Composition XLVIL 

(COMPARISON.) (OEAL AND WRITTEN.) 




A SQUIRREL AND 

Long, slender body ; fur ; 
bushy tail ; slender legs ; four 
toes on each fore-foot ; five toes 
on each hind-foot; long, sharp, 
curved claws. 

Eoundhead; two long, sharp, 
chisel-shaped front teeth in 
each jaw fitted for gnawing; 
broad, rough back teeth. 

Eats vegetable food ; gnaws ; 
lives in trees or burrows in the 
ground ; sits on its haunches ; 
holds its food with its fore-paws. 



A CAT. 

Long, slender body ; fur ; 
long tail ; slender legs ; five 
toes on each fore-foot ; four 
toes on each hind-foot ; sharp, 
curved, retractile claws. 

Short, broad head; long, 
pointed front teeth in both 
jaws, fitted for tearing; sharp, 
uneven back teeth. 

Eats animal food ; gets its 
food by watching for and 
springing upon it; sees well 
in the dark. 



Write a composition comparing "A Squirrel and a Cat." 



186 



How to Talk. 



Composition XL VIII. 

(Comparison.) (Oral and Written 




A SQUIRREL AND 

Long, slender body; fur; 
bushy tail ; slender legs ; four 
toes on each fore-foot ; five 
toes on each hind-foot ; long, 
sharp, curved claws. 

Round head ; two long, 
sharp, chisel - shaped front 
teeth in each jaw fitted for 
gnawing; broad, rough back 
teeth. 

Eats vegetable food ; gnaws ; 



A BEAVER. 

Long, heavy body ; broad, 
flat, scaly tail ; fore-legs short- 
er than hind-legs; five toes on 
each foot; the hind-toes uni- 
ted by a web; sharp, curved 
claws. 

Flat head ;. two long, sharp, 
chisel-shaped front teeth in 
each jaw fitted for gnawing; 
broad, rough back teeth. 

Eats vegetable food ; gnaws ; 



lives in trees or burrows in the j frequents water ; is cunning ; 
ground; sits on its haunches; builds dams; makes two-story 
holds its food with its fore- houses, with lower story under 
paws. water. 

Write a composition comparing "A Squirrel and a Beaver." 



Composition. 187 



Composition XLIX. 

(Comparison.) (Oral and Written.) 
POLLY'S DOLLY. 

Shining eyes, very blue, 

Opened very wide ; 
Yellow curls, very stiff, 

Hanging side by side ; 
Chubby cheeks, very pink ; 

Lips red as holly ; 
No ears, and only thumbs, — 

That's Polly's Dolly. 

Merry eyes, very round ; 

Hair crimped and long ; 
Two little cherry lips 

Sending forth a song ; 
Very plump and rather short ; 

Grand ways to Dolly ; 
Fond of games, fond of fun, — 

That's Dolly's Polly. 

Write a comparison between the girl and the doll as sug- 
gested by the poem. 

Composition L. 

(Comparison.) (Oral and Written.) 
THE VIOLET. 

Down in a green and shady bed 

A modest violet grew ; 
Its stalk was bent, it hung its head, 

As if to hide from view. 



188 How to Talk 



And yet it was a lovely flower, 
Its colors bright and fair ; 

It might have graced a rosy bower 
Instead of hiding there. 

Yet there it was content to bloom, 

In modest tints arrayed ; 
And there diffused its sweet perfume 

Within the silent shade. 

Then let me to the valley go, 

This pretty flower to see, 
That I may also learn to grow 

In sweet humility. 

— Jane Taylor. 
THE POPPY. 

High on a bright and sunny bed 

A scarlet poppy grew ; 
And up it held its staring head, 

And thrust it full in view. 

Yet no attention did it win 
By all these efforts made, 

And less unwelcome had it been 
In some retired shade. 

For though within it- scarlel bi 
No sweet perfume was found, 

It seemed to think itself the best 
Of all the flowers around. 



Composition. 



189 



From this I may a hint obtain, 
And take great care indeed, 

Lest I appear as pert and vain 
As is this gaudy weed. 

— Jane Taylor. 

Write a comparison between the violet and the poppy as 
suggested by the poems. 



Composition LI. 

(Comparison.) (Oral and Written.) 
tlfli 




THE FRIENDS. 




THE ENEMIES. 

Write a composition comparing " The Friends" and "The 
Enemies." 



190 How to Talk. 



Lesson LXXVI. 

Choice of Words. 

Expect means look for, await or hope. 

The word expect should be used in relation to some act 
not yet done, and not in relation to some completed act. 

I expect my friend to come next week. I expect 
to go to school next year. We expect to go to Chi- 
cago to-morrow. 

Is the expected act done or to be done, in each of the above 
sentences? 

It is wrong to say, "I expect he is at home." Why ? What 
should it be ? You often hear one say, " I expect it is my fault." 
Is it right? What should it be? Give the reason. 



I think he did it. 

What is frequently used in sentences like the above instead 
of think ? Is it right ? Give the reason. 

Fill each blank : 
your friend has arrived, 
he came last night, 
she is angry with me. 
she does not like me very well. 
you tJiink he is not a good hoy. 
she sang in the choir lust tiiglit. 

If you are not careful, you will use the word expect in 
each of the foregoing sentences. How can you avoid it? 



1. 


I 


2. 


I 


3. 


T 


4- 


I 


5. 


/ 


c>. 


T 



Guess what I have. I guess you have a butterfly. 

What is the meaning of guess in each of the foregoing sen- 
tences ? 



Choice of Words. 



191 



One may guess at what he does not know. He 
may guess riddles or he may guess what you have 
when he is blindfolded. 

Is it right to use guess as it is used in the foregoing sen- 
tences? 

You frequently hear one say, " I guess I shall go to-morrow." 

Guess is not the right word to use in this sentence. Give 
the reason. 

Is it right to use the word guess in filling the blanks on 
page 190? 

You should never use the word guess to express an opin- 
ion, expectation or intention. 



Will the boys get the 
nest? 

They are trying to get 
the nest. 




The boys have the nest. 

They worked until they 
got it. 

The boys worked to get 
the nest. 

They obtained the nest 
by working for it. 

It is impossible to get anything without effort. 

Get means obtain by effort. 

" I have got a doll," said Nettie. " My doll has 
got a broken arm." 

Nettie means " I have a doll " or "I own a doll." 






192 How to Talk. 



Since get means obtain by effort, is it right to use it in 
the sense of possession? 

Write ten sentences suggested by the pictures on page 191, 
using the verb get. 

One day little Mary and her aunt were in a toy- 
shop. Little Mary wanted a new doll. After look- 
ing a short time, she said, "0, auntie, can I buy this 
doll?" 

Mary's question means: " Is it possible for me to buy this 
doll?" This is not what Mary intended to ask. She wished 
to know if her aunt would give her permission to buy the doll. 
She should have said, " 0, auntie, may I buy this doll ?" Many 
persons make this mistake ; they ask if it is possible for them 
to do something, when they wish to ask permission to do it. 

1. the boy get my booh and slate? 

2. Frank have this apple? 

3. James go home at three o'clock? 

4- I go now? 

What does each of the above sentences mean if you use 
the word can What word should be used? Give the reason. 




Write ten sentences suggested by 
this picture, using the words can 
and may. 

In using the words can and 

may you must think of what 
they mean. 



Choice of Words. 193 

I will try to see you next week. 

What is it you will try to do? To what is see you related? 
What shows the relation ? Is it right to use and instead of to 
to show the relation in sentences like the foregoing ? Give the 
reason. 

Do you ever hear such expressions as " I will try and go "? 
"I will try and meet you at one o'clock"? "Try and come 
early "? 

Are these expressions right ? Give the reason. 




Write ten sentences suggested by this picture, using the 
word try. 

Overflow means flow over or spread over, as 
water, run over. 

The forms of overflow are : 

Pnesent Forms. Past Form. Complete Form. 

overflow overflows overflowed overflowed 

Is it right to say, "The river has overflowed its banks"? 
Give the reason. 

13 



194 



How to Talk. 



"A person ought to speak the truth " means It is Mb duty 
to speak the truth. 

"You ought to go to school" means You should go to school, 
or, It is your duty to go to school. 

Ought has no complete form, and should never 1»» used 
with have, has or had. 

" He Lad ought to behave." 
"He hadn't ought to go." 

Are the foregoing sentences correct ? Give the reason. 




Write five sentences 
suggested by this pic- 
ture, using the verb 
ought. 



With what form of 
the verb is have, 
has or had used? 



" John had better go soon." 

Omit the word better and read the sentence. 
What form of the verb is go ? 
Is it right to use had with this form of the verb? 
Say, " John would better go " or " John ought to go." 

" We had better study, or we won't get our lesson." 
"I had rather go to school than stay at home." 

Are these sentences correct ? Give the reason. 



Choice of Words . 



195 



Write ten sentences 
suggested by this pic- 
ture, using would bet- 
ter and would rather 
or might better. 




11 1 did not understand you." 
" What did you say ? What ?" 

It is correct to use any one of the above expressions if you 
do not understand what one says. It is incorrect to say how. 
Give the reason. What does how mean ? 



Nice means pleasing to the taste, delicate, made 
by skillful hands, accurate. 

One may say, " He has built a nice house." Give the reason. 
" That is a nice building." Why ? 



He gave his mother a very nice painting. 

Is nice correctly used in the above sentence ? Give the reason. 



Anything that is pleasing to the sight is beautiful. 

Is it right to say, "We had a beautiful dinner to-day," or 
"Isn't this bread beautiful"? Give the reason. 

Would you say, "She makes beautiful cake"? Give the 
reason. 

You often hear expressions like the above. 



196 How to Talk 



11 Oh ! isn't that a lovely hat?" exclaimed Ruth. 
"I think it is too lovely for anything," Baid Ella. 

What does lovely mean? Is lovely correctly used in 
these sentences? 

Splendid means shining, very bright, showy. 

You have been to Anna's party. How did you enjoy yourself? 

"0,1 had a splendid time." 

A " splendid time "? What do you mean by that? 
Did Anna have everything arranged in good taste ? 

11 0, yes ; everything was grand and elegant." 

Are the words splendid, grand and elegant correctly 
used in these sentences? Give the reasons. 

Do not apply the words nice, splendid, delicious and 
charming to everything that pleases you. 

Do not speak of things that are simply pretty as being hand- 
some, beautiful, grand, magnificent, lovely, charming 
or elegant. 

You should study the meaning of each word, and en- 
deavor to use it correctly. 



"This is a gorgeous-looking apple, but it is awful 
sour." 

Think of the meaning of this sentence. 

" What a frightful-looking girl I" 

11 Isn't she horrible ? How hateful she looks !" 
" 0, I think she is dreadful !" 

Study the meaning of each sentence. 



Shall and Will. 197 



Do not apply the word awful, hateful, dreadful, hor- 
rible or frightful to anything simply because you do not 
like it. 

In talking say just what you mean. Do not try to make 
things appear better or worse than they are. 



Lesson LXXVII. 

Shall and Will. 

"I shall be promoted" means / am to be promoted some 
time in the future. 

"I will be promoted" means I am determined to be pro- 
moted. 

"I shall write a letter to-day" means I intend to write a 
letter to-day. 

" I will write a letter to-day " means I promise to write a 
letter to-day, or, / am determined to write a letter to-day. 

" We shall see him to-morrow " means We intend to see him 
to-morrow. 

" We will see him to-morrow " means We promise to see him 
to-morrow. 

In the above sentences notice that when future time alone is 
meant shall is used with the pronouns I and we. 

When a promise is made or a resolution is expressed, will is 
used with the words I and we. 

Write and learn : 
Laws: Use shall with the words I and we to express 
future time. 

Use will with the words I and we to express 
a determination or a promise. 



198 How to Talk. 



" He will be promoted " means He is to be promoted some 
time in the future. 

" He shall be promoted " shows that a promise is made, or a 
resolution is formed, to promote him. 

" You will do your work to-day " means You intend to do 
your work to-day, or, You are to do your work to-day. 

" You shall do your work " means You must do your work. 

" She will see him to-morrow " means She intends to sec lam 
to-morrow. 

" She shall see him to-morrow " shows that a promise has 
been made for her to see him to-morrow. 

" They will come next week " shows what is to take place, 
and that it is the intention of the persons to come. 

In the above sentences, when future time alone is meant, will 
is used with the words you, she, he, they or with a noun. 

When a promise is made or a resolution is expressed, shall 
is used with the words you, she, he, they or with a noun. 

AYrite and learn : 
Laivs: Will is used with the pronouns you, lie, she, 

they or with a noun to express future time. 

Shall is used with the pronouns yon, lie, she, 

they or with a noun to express a determina- 
tion or a promise. 

Define the words shall and will in the following sentences, 
and in each case tell how the word is used : 

" I shall be a teacher," said little Mary. Frank 
will be a doctor when he is a man. 

He shall do as yon said before he goes home. We 
will do as yon say. Yon shall go to school to-mor- 
row. I will go the party. They will come next 



Shall and Will 199 



week, and Frank shall visit you when he returns. 
Anna will return to-morrow. If you do not help 
me, I shall fall. 

"Shall I show you my work?" means Do you ivish me to 
show you my work? 

" Shall we collect the pencils?" means Do you wish us to col- 
lect the pencils ? 

"Will you go to-morrow?" means Do you intend to go to- 
morrow ? 

" Will they do as you wish?" means Do they intend to do as 
you wish? 

"Will Ann go to school?" means Does Ann intend to go to 
school t 

" Will she come to-morrow?" means Does she intend to come 
to-morrow ? 

" Will he write before next week?" means Does he intend to 
write before next week t 

Write and learn : 
Laws: Shall is used with the words I and we in 
questions. 

Will is used with the pronouns you, he, she, 
they or with a noun in questions. 

Fill each blank with shall or will : 

1. He drown; nobody help him. 

2. I think I find him at home. 

3. He never see her again. 

Jf. You say that you be happy to see her. 

Should is the past form of shall. In using the word 
should, be governed by the laws that apply to shall. 

Would is the past form of will. In using the word 
would, be governed by the laws that apply to will. 



200 How to Write a Letter. 

Lesson LXXVIII. 

Sow to Write a Letter. 

You have been learning to talk. It is hoped you have 
learned not only to make correct sentences, but also to think 
carefully and methodically about what you talk. 

If you use method in seeing and in thinking, and in arrang- 
ing the thoughts which you express, and if you use correct 
language in expressing these thoughts, you will be easily un- 
derstood, and those to whom you talk will be interested in 
what you say. 

You frequently wish to say something to an absent friend 
or relative. You can do this by writing a letter. 

It is not expected that you will write any better than you 
talk. Your letter will be interesting if you write as you talk. 

There are certain shortened forms for beginning, closing and 
directing letters which you must learn. These forms are used 
to save space. 

A person who receives a letter wishes to know where and 
when the letter was written. 

To state this in the ordinary way of talking, something like 
the following would be said : 

Ow^^^«/ <?^z- /foe 6 '//% r/rr // < / ^/. . " ,/ rji 
&%e <Vf€€i4. /J i J 2. 

All this can be expressed just as well in fewer words, if the 
words are placed where we arc accustomed to look for them. 



How to Write a Letter. 201 

A shortened expression is, 

This may be further shortened by omitting the relation words 
and using commas in their places ; as, 

This should be placed on the two upper lines at the right- 
hand side of the page, as follows: 



This is called the heading and the date of a letter. 
cz&tz-ce -wis sM&e ^f^ iff -/a&d/fo-^ -z^ 0/^^^^= 



Shortened form : 

Where was the foregoing letter written, and when was it 
dated ? What is the use of the commas ? the periods ? 

Notice that the number of the house and the name of the 
street are given. This is necessary in large cities, because the 
mail is delivered at the houses by a carrier or postman. 

What part of the heading and date is written in figures? 



202 How to Write' a Letter. 
. 

Abbreviate and arrange properly on the page the following: 

Q* 4^U-/e €44 ( sfed'fopi&le €4t ([/ j 4€%€i44d 
-XU&twwif €44, \c/€4*444&44€ -044 /%e Jf/% t/tjyu tff 



C^v€€iz€€d€ €44 wfce 4^etz^l /(9$%. 

(J/^€d <£&£fol €d 4v4tUcJi at 303 '/, rrd/iej/i%= 
€#-44 -4&6iee>£ €44 6%e e^^M- €ff 4a4^c-&^€4f44 €44 
Cyfie-w (c/<?4Jv <?4t 6%e tf/% t/tv4f <?/ -J&€/i/ewi= 
<&€4, €44 &%€■ 4fetz4, /<$<$%. 

C^y^yt-d &e&e4> €d 'Wlt'fifew €44, /fee ct/v/ </ 

C/nfc'&dtdWl €44 ( Jl€dC€>44d€44 #4 4 €%€ 26 /fl 



You always address a friend to whom you speak as Father, 
John, Stella, Mr. Allen, etc. 

The address in a letter is more formal ; as, 

Notice carefully the capitalization and punctuation of the 
foregoing add res 



How to Write a Letter. 



203 






€Z-. ; 



*6./0, 



JfeizA -iD-^U^: 






le&yi 



44&W73: 



Where on the page should the address be written ? 



The one who receives the letter desires to know who wrote 
it, and the writer's name must be signed. This is called the 
signature. 

The closing of the letter will depend upon your relationship 
to, or intimacy with, the person to whom you write ; as, 






Je4si6 €04<cfr6€fr 



fa 



1M4-4J dwice4et 









Notice carefully the capitalization and punctuation of the 
foregoing conclusions. 



204 



How to Write a Letter. 



( ^Ltffttrr /(\ . :^j/f /.>< j/ , 






1 








Cv^^.'/. -(u^t€^€4^^^ r-rn '/ / (r 




62& ( ' ArjAtftf -J Arc A 


C/// I Yr.'r/r As /; r rr . 


V 



Study the address of each of the above envelopes. 
What should be written on an envelope ? 
Where and how should each part of the address be written ? 
How should each part be capitalized and punctuated ? 
Where should the stamp be placed ' 



How to Write a Letter. 205 

Now we will write to a friend and tell about a sail we had 
to-day. 



JL*^L^ cS^. y C&/./0, /<F<?2. 



letzyl -\y&4€i .' 



s^&t-t- 4st4%€- fa 4^a-^e ^T^e €e4^ ^€^c 

-v&<ewf 6&&4>em, fa fa&e 4^-^e^l^ tz-vzt/ fa&e^e CX 
A^-t^^t-d (Z/y-e^ dex-i-M^^^- &w €& ^ajfl, ■w-A^cAi> A^e 

ia<4 ACe d-a<w sTwe Ae At^Ae-d -M&e 4-a^T fa fafoe 
dAw^te tistfrtfr a-dSZetr/ </we fa faiAze -a- d^frtv 4<&<eM% 

Ab AA^e Aaw-eA. J^yre d>AeHwA &-Ji- --AAie -lrf/A rr;srA 
A^czAcwi&ecA -&A ^t+i-AAz -a- AtwttT- A#Ae -^c^A^t^c^- Ae 
AefaA 444 Ai-rJ Ar/A Adrm-tA. ^_^v CX J A, /,/ r rA 



206 How to Write a Letter. 

0W> Y/Af /t /rr jt/f fA -/ryrfj/ A ;//'/' //// <rj/rA 
€/&i4<w / -ci/i^tA O* AA/fj/Af ^y ,fA/rffArA // " t -r 

4jf Csrc-tr/ A/rfrA ;/< A AfAsr;/ // r ArA t ' 
A^ti^ttA -a^-z^A AeAAi frA jjic crJ ^S t frf //r t rA 



cad*eypM^/- </ rf /f j i y //f e Yt Yrt J t /?■ . 

■e &i*0dd<0& 40 <AA£e €W%eA .irrA // A7/f /'/'/. 

<z&</i^4se -we jfowttd dtwn-e AiwttY^Af Af^d / Aff A 
t€*e -eAftA j?&A dArf ?t Ytt-i-v^z, /'rfcfrr.i' 



<rc?f fc j / y , 
s^er^n/Ae*/ C/j/€t/ A0 -at 10 '£%e Aie-jy {-■■ 

CX -w-tzJ t&frlt&cd <AA^c srfAA /r-rrr/r/ AfAl 
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Sow to Write a Letter. 



207 



Where and when was the foregoing letter written? To 
whom was it addressed? Who signed the letter? 

The following picture suggested the thought for the fore- 
going letter. 

Note the questions and the order in which they are made, 
then study the letter and note the jDrder in which the thoughts 
are arranged. 

Note also the paragraphing of the questions and of the letter. 




Ask your friend if she would like to hear about the sail you 
had to-day. 

When did you go to the river ? Whom did you find there ? 
How was he amusing himself? When did he come to the 
shore, and why? 

Where did he put a plank, and why? Where did he stand? 

How did he keep the raft in place ? 

What happened as you stepped upon the plank? Who 
assisted you? 

Where did you go? What did you find? Why did you 
return so soon? 

Of what were you afraid? How did you get to the shore 
again ? 



208 



How to Write a Letter. 




Imagine yourself either the boy or the girl, and then write 
a letter to your grandma and give her an account of your visit 
with your cousin , as suggested by the picture above. 




W^rv 



Imagine yourself either the boy or the girl, and then write 
n letter to your uncle and give him an account of the bonfire 
that you and your friend built, as suggested by the picture above. 



^P^v' 



LIBRARY OF CONGRESS 



003 244 566 4 




'-#&*!» 



